J Quinn
Biographic Data
| ID | 23531 |
|---|---|
| NAME | J Quinn |
| GIVEN NAMES | J |
| FAMILY NAME | Quinn |
| SIGNATURE | QUINN J |
| AFFILIATIONS | University of Plymouth |
| ORCID | 0000-0002-8920-5533 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 137 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 6 |
Learning and gender in everyday life
This paper focuses on the learning that happens in everyday life, beyond the formal learning environments of schools, colleges, and universities or even beyond community and adult education.It draws on posthuman concepts of 'learning affect' and 'new worlds' to conceptualise this as 'invisible education', affective and transformative, unrecognised but powerful and formative.Such invisible education has a powerful impact on formations of gender, c…
Examining the Eye Movement Behaviors Associated With Skilled Decision-Making by Elite Australian Rules Football Players
Exploration of eye-movement behaviors of humans can provide insight into the processes used to inform and make decisions, with a large body of research revealing general trends, especially in the sporting context. Despite this some questions remain within the sport context particularly for elite groups engaged in diverse sports, and the potential for this information to provide for training, development, and performance. Therefore, the purpose of…
A humanist university in a posthuman world: Relations, responsibilities, and rights
This paper explores the entanglement of humanism and posthumanism within the Western European University, focusing on ethical implications and the role of the university in protecting the marginalised. To illustrate its arguments, it draws on a small study conducted in an ancient Italian university which specialises in Humanities and Social Sciences. The paper focuses on two key knotty issues: relationships between university aspirations to posth…
Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research
Taylor, C.A. & Bayley, A. 2020. Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, London: Palgrave Macmillan
Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research
Living beyond words: Post-human reflections on making music with post-verbal people
Background : This paper draws on a longitudinal ethnographic study of music-making with "post-verbal" people: those with stroke, learning difficulties, acquired brain injury, dementias or autism. Methods : Using embedded observation, arts workshops, interviews with families and carers and focus groups with Music Leaders, the project traced how inclusive music-making happens with "post-verbal" people. It used post-human theory to illuminate and ex…
The potential for lifelong learning in dementia: A Post-Humanist Exploration
Numbers of people with dementia are projected to grow to 682 million globally by 2050. However, despite this escalation, the widely-promoted positive vision of lifelong learning throughout all ages does not extend to people with dementia. Constructions of learning for those with dementia are predominantly limited to the management of symptoms. The focus on retrieval of memory does not seem to allow for the emergence of the learner as a 'new begin…
Media habits and their impact on media platform selection for information use
Media selection processes for current information are part of recipients' daily routine. As media choices take place repeatedly, they are most likely (at least partly) habitdriven. This paper focuses on two aspects: First, based on an elaborate definition of media habits as mental scripts automatically activated, we argue that habits are important determinants of the frequency of media platform selection for information purposes. Second, we diffe…
Theorising learning and nature: Post-human possibilities and problems
In their predominantly theoretical turn to the material, post-humanist feminists often focus on ‘nature’, arguing that the nature/culture binary has collapsed and that fixed distinctions between human and non-human spheres no longer hold. Conversely, outdoor learning sees nature as a space where humans act and has been more concerned with empirically based studies of practice than with theory. The purpose of this paper is twofold: to use post-hum…
Becoming employable students and ‘ideal’ creative workers: Exclusion and inequality in higher education work placements
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularl…
New learning worlds: The Significance of Nature in the Lives of Marginalised Young People
This article explores a hitherto neglected issue: the significance of nature in the learning lives of marginalised young people. Drawing on both post-human and sociocultural perspectives, it develops a theoretical analysis of this important subject. It uses research with 114 young people in jobs without training in rural South-west England to analyse how marginalised young people engage with nature and what they learn from it. It concludes that t…
The Epistemological Challenge of Higher Education Student Volunteering: “Reproductive” or “Deconstructive” Volunteering
This paper addresses student volunteering as an important socio‐cultural trend which is generally taken for granted and un‐interrogated. We explore tensions inherent in the practice and articulation of higher education student volunteering, via biographical narratives of contrasting student volunteers and employ Rose's (1993, Feminism and Geography: The Limits of Geographical Knowledge , University of Minnesota Press) theory of “paradoxical space…
Responding to the ‘needs’ of young people in jobs without training (JWT): Some policy suggestions and recommendations
In this paper we draw upon our findings from a project in the South West region of England. The research involved a collaboration between a group of university researchers and Connexions service personal advisers and mainly comprised interviews with young people, who were in ‘jobs without training’ (JWT). A key aim of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people over a period of…
Student volunteering in English higher education
Volunteering in English higher education has come under political scrutiny recently, with strong cross‐party support for schemes to promote undergraduate volunteering in particular. Recent targeted initiatives and proposals have sought to strengthen both the role of volunteering in higher education and synergies between higher education and voluntary sectors. There is, therefore, an emerging consensus among both politicians and academics that pro…
Many more rivers to cross: Women and higher education
Listening to ‘the thick bunch’: (Mis)understanding and (mis)representation of young people in jobs without training in the South West of England
Young people in jobs without training are ubiquitous but invisible, working in shops, cafes, and other low‐waged, low‐status occupations. Commonly elided with young people who are not in education, employment or training, they are positioned as the ‘thick bunch’ with empty and meaningless working lives. The main purpose of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people through a d…
Lifting the hood: Lifelong learning and young, white, provincial working‐class masculinities
Young, white, provincial working‐class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to ‘drop out’. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK‐wide study of working‐class ‘drop‐out’ to explore the situated nature of such masculinities, how they are performed by students and consumed by others and repr…
Belonging in a learning community: The re-imagined university and imagined social capital
The notion of learning community has assumed an important position in discussions about the education of adults. The vision of a network of learning communities each producing forms of social capital is actively promoted as the key to lifelong learning. Universities are increasingly being positioned within this network. This article explores and critiques the notion of learning community and how it is deployed as an agent of regulation and incorp…
Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts
The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a …
Mothers, learners and countermemory
This article explores how issues of learning and mothering emerged in research with women students. First it develops the notion of ‘a motherhood standpoint’. It then considers how Foucault's concept of ‘counter‐memory’, and, in particular, its reworking in feminist cultural theory as ‘countermemory’, can be used to explain why students persistently called up the mother when talking about themselves as learners, revealing this as both a political…
The Dynamics of the Protected Space: Spatial concepts and women students
This article draws on qualitative research with diverse women students in the UK, illustrating how spatial concepts can be applied to the higher education context and to women's experience within it. The students researched create the university as an imagined space: a refuge from various forms of external threat. This is integral to associations they make between studying and selfhood. Constructing 'belonging' in the face of events and processes…
Becoming employable students and ‘ideal’ creative workers: Exclusion and inequality in higher education work placements
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularl…
Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts
The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a …
Student volunteering in English higher education
Volunteering in English higher education has come under political scrutiny recently, with strong cross‐party support for schemes to promote undergraduate volunteering in particular. Recent targeted initiatives and proposals have sought to strengthen both the role of volunteering in higher education and synergies between higher education and voluntary sectors. There is, therefore, an emerging consensus among both politicians and academics that pro…
The Epistemological Challenge of Higher Education Student Volunteering: “Reproductive” or “Deconstructive” Volunteering
This paper addresses student volunteering as an important socio‐cultural trend which is generally taken for granted and un‐interrogated. We explore tensions inherent in the practice and articulation of higher education student volunteering, via biographical narratives of contrasting student volunteers and employ Rose's (1993, Feminism and Geography: The Limits of Geographical Knowledge , University of Minnesota Press) theory of “paradoxical space…
The potential for lifelong learning in dementia: A Post-Humanist Exploration
Numbers of people with dementia are projected to grow to 682 million globally by 2050. However, despite this escalation, the widely-promoted positive vision of lifelong learning throughout all ages does not extend to people with dementia. Constructions of learning for those with dementia are predominantly limited to the management of symptoms. The focus on retrieval of memory does not seem to allow for the emergence of the learner as a 'new begin…
The Dynamics of the Protected Space: Spatial concepts and women students
This article draws on qualitative research with diverse women students in the UK, illustrating how spatial concepts can be applied to the higher education context and to women's experience within it. The students researched create the university as an imagined space: a refuge from various forms of external threat. This is integral to associations they make between studying and selfhood. Constructing 'belonging' in the face of events and processes…
Theorising learning and nature: Post-human possibilities and problems
In their predominantly theoretical turn to the material, post-humanist feminists often focus on ‘nature’, arguing that the nature/culture binary has collapsed and that fixed distinctions between human and non-human spheres no longer hold. Conversely, outdoor learning sees nature as a space where humans act and has been more concerned with empirically based studies of practice than with theory. The purpose of this paper is twofold: to use post-hum…
Belonging in a learning community: The re-imagined university and imagined social capital
The notion of learning community has assumed an important position in discussions about the education of adults. The vision of a network of learning communities each producing forms of social capital is actively promoted as the key to lifelong learning. Universities are increasingly being positioned within this network. This article explores and critiques the notion of learning community and how it is deployed as an agent of regulation and incorp…
Lifting the hood: Lifelong learning and young, white, provincial working‐class masculinities
Young, white, provincial working‐class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to ‘drop out’. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK‐wide study of working‐class ‘drop‐out’ to explore the situated nature of such masculinities, how they are performed by students and consumed by others and repr…
A humanist university in a posthuman world: Relations, responsibilities, and rights
This paper explores the entanglement of humanism and posthumanism within the Western European University, focusing on ethical implications and the role of the university in protecting the marginalised. To illustrate its arguments, it draws on a small study conducted in an ancient Italian university which specialises in Humanities and Social Sciences. The paper focuses on two key knotty issues: relationships between university aspirations to posth…
New learning worlds: The Significance of Nature in the Lives of Marginalised Young People
This article explores a hitherto neglected issue: the significance of nature in the learning lives of marginalised young people. Drawing on both post-human and sociocultural perspectives, it develops a theoretical analysis of this important subject. It uses research with 114 young people in jobs without training in rural South-west England to analyse how marginalised young people engage with nature and what they learn from it. It concludes that t…
Mothers, learners and countermemory
This article explores how issues of learning and mothering emerged in research with women students. First it develops the notion of ‘a motherhood standpoint’. It then considers how Foucault's concept of ‘counter‐memory’, and, in particular, its reworking in feminist cultural theory as ‘countermemory’, can be used to explain why students persistently called up the mother when talking about themselves as learners, revealing this as both a political…
Learning and gender in everyday life
This paper focuses on the learning that happens in everyday life, beyond the formal learning environments of schools, colleges, and universities or even beyond community and adult education.It draws on posthuman concepts of 'learning affect' and 'new worlds' to conceptualise this as 'invisible education', affective and transformative, unrecognised but powerful and formative.Such invisible education has a powerful impact on formations of gender, c…
Media habits and their impact on media platform selection for information use
Media selection processes for current information are part of recipients' daily routine. As media choices take place repeatedly, they are most likely (at least partly) habitdriven. This paper focuses on two aspects: First, based on an elaborate definition of media habits as mental scripts automatically activated, we argue that habits are important determinants of the frequency of media platform selection for information purposes. Second, we diffe…
Responding to the ‘needs’ of young people in jobs without training (JWT): Some policy suggestions and recommendations
In this paper we draw upon our findings from a project in the South West region of England. The research involved a collaboration between a group of university researchers and Connexions service personal advisers and mainly comprised interviews with young people, who were in ‘jobs without training’ (JWT). A key aim of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people over a period of…
Many more rivers to cross: Women and higher education
Listening to ‘the thick bunch’: (Mis)understanding and (mis)representation of young people in jobs without training in the South West of England
Young people in jobs without training are ubiquitous but invisible, working in shops, cafes, and other low‐waged, low‐status occupations. Commonly elided with young people who are not in education, employment or training, they are positioned as the ‘thick bunch’ with empty and meaningless working lives. The main purpose of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people through a d…
The Dynamics of the Protected Space: Spatial concepts and women students
This article draws on qualitative research with diverse women students in the UK, illustrating how spatial concepts can be applied to the higher education context and to women's experience within it. The students researched create the university as an imagined space: a refuge from various forms of external threat. This is integral to associations they make between studying and selfhood. Constructing 'belonging' in the face of events and processes…
Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts
The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a …
Mothers, learners and countermemory
This article explores how issues of learning and mothering emerged in research with women students. First it develops the notion of ‘a motherhood standpoint’. It then considers how Foucault's concept of ‘counter‐memory’, and, in particular, its reworking in feminist cultural theory as ‘countermemory’, can be used to explain why students persistently called up the mother when talking about themselves as learners, revealing this as both a political…
Belonging in a learning community: The re-imagined university and imagined social capital
The notion of learning community has assumed an important position in discussions about the education of adults. The vision of a network of learning communities each producing forms of social capital is actively promoted as the key to lifelong learning. Universities are increasingly being positioned within this network. This article explores and critiques the notion of learning community and how it is deployed as an agent of regulation and incorp…
Lifting the hood: Lifelong learning and young, white, provincial working‐class masculinities
Young, white, provincial working‐class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to ‘drop out’. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK‐wide study of working‐class ‘drop‐out’ to explore the situated nature of such masculinities, how they are performed by students and consumed by others and repr…
Many more rivers to cross: Women and higher education
Listening to ‘the thick bunch’: (Mis)understanding and (mis)representation of young people in jobs without training in the South West of England
Young people in jobs without training are ubiquitous but invisible, working in shops, cafes, and other low‐waged, low‐status occupations. Commonly elided with young people who are not in education, employment or training, they are positioned as the ‘thick bunch’ with empty and meaningless working lives. The main purpose of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people through a d…
Responding to the ‘needs’ of young people in jobs without training (JWT): Some policy suggestions and recommendations
In this paper we draw upon our findings from a project in the South West region of England. The research involved a collaboration between a group of university researchers and Connexions service personal advisers and mainly comprised interviews with young people, who were in ‘jobs without training’ (JWT). A key aim of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people over a period of…
Student volunteering in English higher education
Volunteering in English higher education has come under political scrutiny recently, with strong cross‐party support for schemes to promote undergraduate volunteering in particular. Recent targeted initiatives and proposals have sought to strengthen both the role of volunteering in higher education and synergies between higher education and voluntary sectors. There is, therefore, an emerging consensus among both politicians and academics that pro…
The Epistemological Challenge of Higher Education Student Volunteering: “Reproductive” or “Deconstructive” Volunteering
This paper addresses student volunteering as an important socio‐cultural trend which is generally taken for granted and un‐interrogated. We explore tensions inherent in the practice and articulation of higher education student volunteering, via biographical narratives of contrasting student volunteers and employ Rose's (1993, Feminism and Geography: The Limits of Geographical Knowledge , University of Minnesota Press) theory of “paradoxical space…
Theorising learning and nature: Post-human possibilities and problems
In their predominantly theoretical turn to the material, post-humanist feminists often focus on ‘nature’, arguing that the nature/culture binary has collapsed and that fixed distinctions between human and non-human spheres no longer hold. Conversely, outdoor learning sees nature as a space where humans act and has been more concerned with empirically based studies of practice than with theory. The purpose of this paper is twofold: to use post-hum…
Becoming employable students and ‘ideal’ creative workers: Exclusion and inequality in higher education work placements
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularl…
New learning worlds: The Significance of Nature in the Lives of Marginalised Young People
This article explores a hitherto neglected issue: the significance of nature in the learning lives of marginalised young people. Drawing on both post-human and sociocultural perspectives, it develops a theoretical analysis of this important subject. It uses research with 114 young people in jobs without training in rural South-west England to analyse how marginalised young people engage with nature and what they learn from it. It concludes that t…
Media habits and their impact on media platform selection for information use
Media selection processes for current information are part of recipients' daily routine. As media choices take place repeatedly, they are most likely (at least partly) habitdriven. This paper focuses on two aspects: First, based on an elaborate definition of media habits as mental scripts automatically activated, we argue that habits are important determinants of the frequency of media platform selection for information purposes. Second, we diffe…
The potential for lifelong learning in dementia: A Post-Humanist Exploration
Numbers of people with dementia are projected to grow to 682 million globally by 2050. However, despite this escalation, the widely-promoted positive vision of lifelong learning throughout all ages does not extend to people with dementia. Constructions of learning for those with dementia are predominantly limited to the management of symptoms. The focus on retrieval of memory does not seem to allow for the emergence of the learner as a 'new begin…
Living beyond words: Post-human reflections on making music with post-verbal people
Background : This paper draws on a longitudinal ethnographic study of music-making with "post-verbal" people: those with stroke, learning difficulties, acquired brain injury, dementias or autism. Methods : Using embedded observation, arts workshops, interviews with families and carers and focus groups with Music Leaders, the project traced how inclusive music-making happens with "post-verbal" people. It used post-human theory to illuminate and ex…
Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research
Taylor, C.A. & Bayley, A. 2020. Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, London: Palgrave Macmillan
Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research
A humanist university in a posthuman world: Relations, responsibilities, and rights
This paper explores the entanglement of humanism and posthumanism within the Western European University, focusing on ethical implications and the role of the university in protecting the marginalised. To illustrate its arguments, it draws on a small study conducted in an ancient Italian university which specialises in Humanities and Social Sciences. The paper focuses on two key knotty issues: relationships between university aspirations to posth…
Examining the Eye Movement Behaviors Associated With Skilled Decision-Making by Elite Australian Rules Football Players
Exploration of eye-movement behaviors of humans can provide insight into the processes used to inform and make decisions, with a large body of research revealing general trends, especially in the sporting context. Despite this some questions remain within the sport context particularly for elite groups engaged in diverse sports, and the potential for this information to provide for training, development, and performance. Therefore, the purpose of…
Learning and gender in everyday life
This paper focuses on the learning that happens in everyday life, beyond the formal learning environments of schools, colleges, and universities or even beyond community and adult education.It draws on posthuman concepts of 'learning affect' and 'new worlds' to conceptualise this as 'invisible education', affective and transformative, unrecognised but powerful and formative.Such invisible education has a powerful impact on formations of gender, c…
Sociology (16 works) · Political science (11 works) · Pedagogy (10 works) · Gender Studies (9 works) · Psychology (9 works) · Epistemology (8 works) · Law (8 works) · Gender Studies (7 works) · Politics (6 works) · Aesthetics (5 works)