Jillian Winn
Biographic Data
| ID | 234372 |
|---|---|
| NAME | Jillian Winn |
| GIVEN NAMES | Jillian |
| FAMILY NAME | Winn |
| SIGNATURE | WINN J |
| AFFILIATIONS | University of Lincoln |
| ORCID | 0000-0002-0234-6625 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Feeling at Home in the Classroom? Pedagogy, Community and the Social Class Background of Teachers in Rural Schools
This mixed-methods research aimed to understand the extent to which staff of six schools in rural England, share, recognise and draw upon, their pupils’ experience within the household and community. Starting from the critical concepts of ‘funds of knowledge’ and ‘culturally relevant pedagogy’, the research focused on the life experiences of school staff (including school leaders, teachers and teaching assistants), asking whether those who (i) sh…
Beyond Public and Private: A Framework for Co-operative Higher Education
Universities in the UK are increasingly adopting corporate governance structures, a consumerist model of teaching and learning, and have the most expensive tuition fees in the world (McGettigan, 2013; OECD, 2015). This article discusses collaborative research that aimed to develop and define a conceptual framework of knowledge production grounded in co-operative values and principles. The main findings are outlined relating to the key themes of o…
There is an alternative: A report on an action research project to develop a framework for co-operative higher education
This report provides an interim account of a participatory action research project undertaken during 2015–16. The research brought together scholars, students and expert members of the co-operative movement to design a theoretically informed and practically grounded framework for co-operative higher education that activists, educators and the co-operative movement could take forward into implementation. Our dual roles in the research were as foun…
Co-operation, learning and co-operative values
Review of Woodin, Tom (editor) (2015) Co-operation, Learning and Co-operative Value, Abingdon: Routledge
Pisanie o pracy akademickiej
This essay calls for a return to the labour theory of Marx, or rather to Marx’s negative critique of labour and its “pivotal” role in comprehending the political economy of higher education. It argues that a critique of capitalism and its apparent complexity must be undertaken through an immanent critique of labour, rather than from the standpoint of labour as has been the case in both Marxist and non-Marxist traditions of labour studies. Through…
The co-operative university: Labour, property and pedagogy
I begin this article by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education, and then focus on the ‘worker co-operative’ organisational form and its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic framework of ‘Stu…
Hacking in the University: Contesting the Valorisation of Academic Labour
In this article I argue for a different way of understanding the emergence of hacker culture. In doing so, I outline an account of ‘the university’ as an institution that provided the material and subsequent intellectual conditions that early hackers were drawn to and in which they worked. I argue that hacking was originally a form of academic labour that emerged out of the intensification and valorisation of scientific research within the instit…
Gaming, Gender, and Time: Who Makes Time to Play
Alien Games: Do Girls Prefer Games Designed by Girls
This 3-year study used a mixed-method design beginning with content analysis of games envisioned by 5th and 8th graders, followed by a survey of students in the same age range reacting to video promos representing these games. Results show that the designer's gender influences the design outcome of games and that girls expected that they would find the girl-designed games significantly more fun to play than the boy-designed games, whereas boys im…
Shout Glory: Competing Communication Codes Experienced by the Members of the African American Pentecostal Genuine Deliverance Holiness Church
This ethnographic inquiry reports on an African American Pentecostal church in the southern U.S. This site is important to communication scholars because the church is an essential institution in Black communities and is involved in the communication of important values, behaviors, and attitudes. This study finds that this church plays a vital role in the lives of its members and acts as an important site of community involvement, education, and …
Gaming, Gender, and Time: Who Makes Time to Play
The co-operative university: Labour, property and pedagogy
I begin this article by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education, and then focus on the ‘worker co-operative’ organisational form and its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic framework of ‘Stu…
Alien Games: Do Girls Prefer Games Designed by Girls
This 3-year study used a mixed-method design beginning with content analysis of games envisioned by 5th and 8th graders, followed by a survey of students in the same age range reacting to video promos representing these games. Results show that the designer's gender influences the design outcome of games and that girls expected that they would find the girl-designed games significantly more fun to play than the boy-designed games, whereas boys im…
Feeling at Home in the Classroom? Pedagogy, Community and the Social Class Background of Teachers in Rural Schools
This mixed-methods research aimed to understand the extent to which staff of six schools in rural England, share, recognise and draw upon, their pupils’ experience within the household and community. Starting from the critical concepts of ‘funds of knowledge’ and ‘culturally relevant pedagogy’, the research focused on the life experiences of school staff (including school leaders, teachers and teaching assistants), asking whether those who (i) sh…
Shout Glory: Competing Communication Codes Experienced by the Members of the African American Pentecostal Genuine Deliverance Holiness Church
This ethnographic inquiry reports on an African American Pentecostal church in the southern U.S. This site is important to communication scholars because the church is an essential institution in Black communities and is involved in the communication of important values, behaviors, and attitudes. This study finds that this church plays a vital role in the lives of its members and acts as an important site of community involvement, education, and …
Gaming, Gender, and Time: Who Makes Time to Play
Alien Games: Do Girls Prefer Games Designed by Girls
This 3-year study used a mixed-method design beginning with content analysis of games envisioned by 5th and 8th graders, followed by a survey of students in the same age range reacting to video promos representing these games. Results show that the designer's gender influences the design outcome of games and that girls expected that they would find the girl-designed games significantly more fun to play than the boy-designed games, whereas boys im…
Hacking in the University: Contesting the Valorisation of Academic Labour
In this article I argue for a different way of understanding the emergence of hacker culture. In doing so, I outline an account of ‘the university’ as an institution that provided the material and subsequent intellectual conditions that early hackers were drawn to and in which they worked. I argue that hacking was originally a form of academic labour that emerged out of the intensification and valorisation of scientific research within the instit…
Pisanie o pracy akademickiej
This essay calls for a return to the labour theory of Marx, or rather to Marx’s negative critique of labour and its “pivotal” role in comprehending the political economy of higher education. It argues that a critique of capitalism and its apparent complexity must be undertaken through an immanent critique of labour, rather than from the standpoint of labour as has been the case in both Marxist and non-Marxist traditions of labour studies. Through…
The co-operative university: Labour, property and pedagogy
I begin this article by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education, and then focus on the ‘worker co-operative’ organisational form and its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic framework of ‘Stu…
Beyond Public and Private: A Framework for Co-operative Higher Education
Universities in the UK are increasingly adopting corporate governance structures, a consumerist model of teaching and learning, and have the most expensive tuition fees in the world (McGettigan, 2013; OECD, 2015). This article discusses collaborative research that aimed to develop and define a conceptual framework of knowledge production grounded in co-operative values and principles. The main findings are outlined relating to the key themes of o…
There is an alternative: A report on an action research project to develop a framework for co-operative higher education
This report provides an interim account of a participatory action research project undertaken during 2015–16. The research brought together scholars, students and expert members of the co-operative movement to design a theoretically informed and practically grounded framework for co-operative higher education that activists, educators and the co-operative movement could take forward into implementation. Our dual roles in the research were as foun…
Co-operation, learning and co-operative values
Review of Woodin, Tom (editor) (2015) Co-operation, Learning and Co-operative Value, Abingdon: Routledge
Feeling at Home in the Classroom? Pedagogy, Community and the Social Class Background of Teachers in Rural Schools
This mixed-methods research aimed to understand the extent to which staff of six schools in rural England, share, recognise and draw upon, their pupils’ experience within the household and community. Starting from the critical concepts of ‘funds of knowledge’ and ‘culturally relevant pedagogy’, the research focused on the life experiences of school staff (including school leaders, teachers and teaching assistants), asking whether those who (i) sh…
Sociology (9 works) · Political science (6 works) · Law (4 works) · Psychology (4 works) · Critical Theory and Philosophy (3 works) · Economics (3 works) · Higher education (3 works) · Law (3 works) · Pedagogy (3 works) · Politics (3 works)