Heather King
Biographic Data
| ID | 3811050 |
|---|---|
| NAME | Heather King |
| GIVEN NAMES | Heather |
| FAMILY NAME | King |
| SIGNATURE | KING H |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0002-2849-9398 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 64 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1924 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Capitalizing on Animality: Monstrosity and Multispecies Relations in Jordan Peele’s Nope (2022)
One amongst many of the defining characteristics of so-called ‘late stage’ capitalism are human-animal relationships that have become acrimonious, hostile, or even monstrous in nature. A foundational premise of monster theory, and one that Jeffrey Jerome Cohen’s seminal 1996 edited collection of the same name suggests, is that the construction of the monster in popular culture is fraught with the boundaries that constitute the society that has sp…
Conceptualising HE educators’ capabilities to teach the crisis: Towards critical and transformative environmental pedagogies
This article aims to help conceptualise the capabilities that educators in higher education (HE) have to incorporate concerns about environmental breakdown in their day-to-day teaching. A common view amongst those in the academic literature is that Higher Education Institutions (HEIs) are failing to rise to the challenge presented by the unfolding environmental crisis. While agreeing that those in HE must do more, this article critically examines…
The ‘web of conditions’ governing England’s climate change education policy landscape
Environmental and climate change education remains on the margins of education and climate change policy. This paper draws on Foucauldian theoretical resources to examine England’s climate change education policy landscape and understand the causes of this marginalisation. Informed by policy historiography, we examine key events and shifts in climate change, education and environmental education since the turn of the millennium. Using policy arch…
Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England
This paper explores the nature of climate change education‐related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influe…
Taking stock of environmental education policy in England – the what, the where and the why
Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education…
Selfies at the science museum: Exploring girls’ identity performances in a science learning space
Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler’s idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on ‘good’ behaviour, one combin…
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and…
The potential of extended cultural residencies for young children
Although years of research efforts have investigated learning benefits from museum visits, relatively less attention has been paid to young children's experiences in these settings. Drawing on contextualist perspectives of learning, this paper seeks to address this gap, using two case studies to explore the experiences of children ages three to five who spent extended periods of time attending school in a museum setting. We draw on qualitative da…
Designing museum exhibits that facilitate visitor reflection and discussion
This paper explores how four design principles (curiosity, challenge, narratives and participation) facilitate reflection and discussion among young visitors in the issues-based exhibition Dear, Difficult Body. The investigation is based on a mixed-method approach combining questionnaire and interview data. The implementation of design principles resulted in a variety of exhibits which variously prompted reflection and discussion on the part of v…
Assessing Daily Stress Processes in Social Surveys by Combining Stressor Exposure and Salivary Cortisol
This article presents a research method for assessing stress and mental health in ongoing population-based social surveys that combines self-reports of naturally occurring daily stressors with a primary marker of stress physiology, salivary cortisol. We first discuss the relevance of stress processes to mental health and introduce a model for examining daily stress processes, which highlights multiple components of daily stressor exposure. A prim…
The Professionalization of Museum Educators: The Case in Science Museums
Museum educators have a longstanding presence and importance in museums, but there is limited recognition and understanding of their work, both in research and practice. Investigations into the pedagogical actions of educators in science museums suggest that educators do not share a common understanding of best practice, which may be due to the absence of professional preparation grounded in a recognized knowledge base. To ensure quality and cred…
Steam Traffic on the Yangtze: Population of Szechwan
The Professionalization of Museum Educators: The Case in Science Museums
Museum educators have a longstanding presence and importance in museums, but there is limited recognition and understanding of their work, both in research and practice. Investigations into the pedagogical actions of educators in science museums suggest that educators do not share a common understanding of best practice, which may be due to the absence of professional preparation grounded in a recognized knowledge base. To ensure quality and cred…
Taking stock of environmental education policy in England – the what, the where and the why
Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education…
Assessing Daily Stress Processes in Social Surveys by Combining Stressor Exposure and Salivary Cortisol
This article presents a research method for assessing stress and mental health in ongoing population-based social surveys that combines self-reports of naturally occurring daily stressors with a primary marker of stress physiology, salivary cortisol. We first discuss the relevance of stress processes to mental health and introduce a model for examining daily stress processes, which highlights multiple components of daily stressor exposure. A prim…
Selfies at the science museum: Exploring girls’ identity performances in a science learning space
Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler’s idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on ‘good’ behaviour, one combin…
The ‘web of conditions’ governing England’s climate change education policy landscape
Environmental and climate change education remains on the margins of education and climate change policy. This paper draws on Foucauldian theoretical resources to examine England’s climate change education policy landscape and understand the causes of this marginalisation. Informed by policy historiography, we examine key events and shifts in climate change, education and environmental education since the turn of the millennium. Using policy arch…
Designing museum exhibits that facilitate visitor reflection and discussion
This paper explores how four design principles (curiosity, challenge, narratives and participation) facilitate reflection and discussion among young visitors in the issues-based exhibition Dear, Difficult Body. The investigation is based on a mixed-method approach combining questionnaire and interview data. The implementation of design principles resulted in a variety of exhibits which variously prompted reflection and discussion on the part of v…
Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England
This paper explores the nature of climate change education‐related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influe…
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and…
The potential of extended cultural residencies for young children
Although years of research efforts have investigated learning benefits from museum visits, relatively less attention has been paid to young children's experiences in these settings. Drawing on contextualist perspectives of learning, this paper seeks to address this gap, using two case studies to explore the experiences of children ages three to five who spent extended periods of time attending school in a museum setting. We draw on qualitative da…
Steam Traffic on the Yangtze: Population of Szechwan
The Professionalization of Museum Educators: The Case in Science Museums
Museum educators have a longstanding presence and importance in museums, but there is limited recognition and understanding of their work, both in research and practice. Investigations into the pedagogical actions of educators in science museums suggest that educators do not share a common understanding of best practice, which may be due to the absence of professional preparation grounded in a recognized knowledge base. To ensure quality and cred…
Assessing Daily Stress Processes in Social Surveys by Combining Stressor Exposure and Salivary Cortisol
This article presents a research method for assessing stress and mental health in ongoing population-based social surveys that combines self-reports of naturally occurring daily stressors with a primary marker of stress physiology, salivary cortisol. We first discuss the relevance of stress processes to mental health and introduce a model for examining daily stress processes, which highlights multiple components of daily stressor exposure. A prim…
Designing museum exhibits that facilitate visitor reflection and discussion
This paper explores how four design principles (curiosity, challenge, narratives and participation) facilitate reflection and discussion among young visitors in the issues-based exhibition Dear, Difficult Body. The investigation is based on a mixed-method approach combining questionnaire and interview data. The implementation of design principles resulted in a variety of exhibits which variously prompted reflection and discussion on the part of v…
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and…
The potential of extended cultural residencies for young children
Although years of research efforts have investigated learning benefits from museum visits, relatively less attention has been paid to young children's experiences in these settings. Drawing on contextualist perspectives of learning, this paper seeks to address this gap, using two case studies to explore the experiences of children ages three to five who spent extended periods of time attending school in a museum setting. We draw on qualitative da…
Selfies at the science museum: Exploring girls’ identity performances in a science learning space
Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler’s idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on ‘good’ behaviour, one combin…
Taking stock of environmental education policy in England – the what, the where and the why
Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education…
Conceptualising HE educators’ capabilities to teach the crisis: Towards critical and transformative environmental pedagogies
This article aims to help conceptualise the capabilities that educators in higher education (HE) have to incorporate concerns about environmental breakdown in their day-to-day teaching. A common view amongst those in the academic literature is that Higher Education Institutions (HEIs) are failing to rise to the challenge presented by the unfolding environmental crisis. While agreeing that those in HE must do more, this article critically examines…
The ‘web of conditions’ governing England’s climate change education policy landscape
Environmental and climate change education remains on the margins of education and climate change policy. This paper draws on Foucauldian theoretical resources to examine England’s climate change education policy landscape and understand the causes of this marginalisation. Informed by policy historiography, we examine key events and shifts in climate change, education and environmental education since the turn of the millennium. Using policy arch…
Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England
This paper explores the nature of climate change education‐related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influe…
Capitalizing on Animality: Monstrosity and Multispecies Relations in Jordan Peele’s Nope (2022)
One amongst many of the defining characteristics of so-called ‘late stage’ capitalism are human-animal relationships that have become acrimonious, hostile, or even monstrous in nature. A foundational premise of monster theory, and one that Jeffrey Jerome Cohen’s seminal 1996 edited collection of the same name suggests, is that the construction of the monster in popular culture is fraught with the boundaries that constitute the society that has sp…
Sociology (8 works) · Pedagogy (5 works) · Psychology (5 works) · Higher education (4 works) · Political science (4 works) · Education policy (3 works) · Environmental Education and Sustainability (3 works) · Law (3 works) · Museums and Cultural Heritage (3 works) · Social science (3 works)