Huw Bell
Biographic Data
| ID | 4079009 |
|---|---|
| NAME | Huw Bell |
| GIVEN NAMES | Huw |
| FAMILY NAME | Bell |
| SIGNATURE | BELL H |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0002-9695-9632 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Post-pandemic pressures in UK higher education: A qualitative study of neoliberal impacts on academic staff and the unavoidable truths
Introduction Considerable research has established that the COVID-19 pandemic resulted in increased mental health and wellbeing challenges amongst university students in the UK. This empirical research investigates frontline staff perspectives of the pandemic to establish the main pressures experienced post-pandemic. Methods Participants from central service teams and academic staff ( n = 23) provided qualitative insights via interviews and focus…
Towards an aesthetics of grammar learning: Lifting the veil on language
The last few decades have seen growing interest in the field of disciplinary aesthetics. While the physical sciences and mathematics have attracted significant interest in this area, relatively little attention has been given to the aesthetic potential of learning about the structure of one’s own native language. Within this paper, we bring together ideas from evolutionary aesthetics, philosophy, psychology and neuroscience to explore the questio…
Difficulties assessing knowledge of grammatical terminology: Implications for teacher education and teaching
This paper starts by reporting on the design and trialling of an informal, low-stakes test designed to assess the knowledge of grammar terms of pre-service primary school teachers following the UK’s National Curriculum, the results of which were used to inform the design of a series of optional grammar classes. The test proved surprisingly difficult to design, and the final version contains many flaws, some predictable and some less so. In this p…
(Un)teaching the ‘datafied student subject’: Perspectives from an education-based masters in an English university
That compulsory education is datafied is widely acknowledged. A significant body of literature illuminates the policy context and technologies that have given rise to what we now call datafication. Less research has focussed on the consequences of datafication on teachers and learners. In this paper, we offer a unique perspective of these consequences in relation to qualified, experienced teachers as learners on education-based masters courses. W…
Affective knowledge versus affective pedagogy: The case of native grammar learning
In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case,…
Coming Out, But Into What? Problematizing Discursive Variations of Revealing the Gay Self in the Workplace
There is a substantial mainstream literature on coming out in organizations, which investigates the positive effects for gay people of being out at work, but very few contributions that challenge the discourse of coming out. Taking as its starting point Butler's famous question ‘So we are out of the closet but into what?’, this paper problematizes coming out discourses in the workplace. We report on a study in which ten men were invited to talk a…
Moving Between Nuisance, Secrets, and Splinters as Data
Knowledge is] like the swift flight of a sparrow through the room where you sit at supper in winter...whilst the storms of rain and snow prevail outside; the [data]...while [it] is within, is safe from the wintry storm; but after a short space...[it] immediately vanishes out of your sight, into the dark winter from which [it] had emerged. So [data] appears for a short space, but of what went before, or what is to follow, we are utterly ignorant..…
Core Vocabulary
“Core vocabulary” as a term refers generally to those lexical items which are accepted as being central and indispensable to language use, and is therefore of obvious interest to second language learners and teachers.
Moving Between Nuisance, Secrets, and Splinters as Data
Knowledge is] like the swift flight of a sparrow through the room where you sit at supper in winter...whilst the storms of rain and snow prevail outside; the [data]...while [it] is within, is safe from the wintry storm; but after a short space...[it] immediately vanishes out of your sight, into the dark winter from which [it] had emerged. So [data] appears for a short space, but of what went before, or what is to follow, we are utterly ignorant..…
Coming Out, But Into What? Problematizing Discursive Variations of Revealing the Gay Self in the Workplace
There is a substantial mainstream literature on coming out in organizations, which investigates the positive effects for gay people of being out at work, but very few contributions that challenge the discourse of coming out. Taking as its starting point Butler's famous question ‘So we are out of the closet but into what?’, this paper problematizes coming out discourses in the workplace. We report on a study in which ten men were invited to talk a…
Core Vocabulary
“Core vocabulary” as a term refers generally to those lexical items which are accepted as being central and indispensable to language use, and is therefore of obvious interest to second language learners and teachers.
Moving Between Nuisance, Secrets, and Splinters as Data
Knowledge is] like the swift flight of a sparrow through the room where you sit at supper in winter...whilst the storms of rain and snow prevail outside; the [data]...while [it] is within, is safe from the wintry storm; but after a short space...[it] immediately vanishes out of your sight, into the dark winter from which [it] had emerged. So [data] appears for a short space, but of what went before, or what is to follow, we are utterly ignorant..…
Coming Out, But Into What? Problematizing Discursive Variations of Revealing the Gay Self in the Workplace
There is a substantial mainstream literature on coming out in organizations, which investigates the positive effects for gay people of being out at work, but very few contributions that challenge the discourse of coming out. Taking as its starting point Butler's famous question ‘So we are out of the closet but into what?’, this paper problematizes coming out discourses in the workplace. We report on a study in which ten men were invited to talk a…
(Un)teaching the ‘datafied student subject’: Perspectives from an education-based masters in an English university
That compulsory education is datafied is widely acknowledged. A significant body of literature illuminates the policy context and technologies that have given rise to what we now call datafication. Less research has focussed on the consequences of datafication on teachers and learners. In this paper, we offer a unique perspective of these consequences in relation to qualified, experienced teachers as learners on education-based masters courses. W…
Affective knowledge versus affective pedagogy: The case of native grammar learning
In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case,…
Difficulties assessing knowledge of grammatical terminology: Implications for teacher education and teaching
This paper starts by reporting on the design and trialling of an informal, low-stakes test designed to assess the knowledge of grammar terms of pre-service primary school teachers following the UK’s National Curriculum, the results of which were used to inform the design of a series of optional grammar classes. The test proved surprisingly difficult to design, and the final version contains many flaws, some predictable and some less so. In this p…
Towards an aesthetics of grammar learning: Lifting the veil on language
The last few decades have seen growing interest in the field of disciplinary aesthetics. While the physical sciences and mathematics have attracted significant interest in this area, relatively little attention has been given to the aesthetic potential of learning about the structure of one’s own native language. Within this paper, we bring together ideas from evolutionary aesthetics, philosophy, psychology and neuroscience to explore the questio…
Post-pandemic pressures in UK higher education: A qualitative study of neoliberal impacts on academic staff and the unavoidable truths
Introduction Considerable research has established that the COVID-19 pandemic resulted in increased mental health and wellbeing challenges amongst university students in the UK. This empirical research investigates frontline staff perspectives of the pandemic to establish the main pressures experienced post-pandemic. Methods Participants from central service teams and academic staff ( n = 23) provided qualitative insights via interviews and focus…
Psychology (5 works) · Computer Science (4 works) · Linguistics (4 works) · Political science (4 works) · Grammar (3 works) · Pedagogy (3 works) · Sociology (3 works) · Artificial Intelligence (2 works) · Higher education (2 works) · Higher Education Practises and Engagement (2 works)