Andrew Howe
Biographic Data
| ID | 4127225 |
|---|---|
| NAME | Andrew Howe |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Howe |
| SIGNATURE | HOWE A |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0002-5490-8677 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
World Cup runneth over
International football – particularly the FIFA World Cup – reflects and amplifies global political tensions, historical conflicts, and post-colonial dynamics. In a globalized world filled with such fault lines, sports often serve as both a symbolic battleground and a means of diplomacy. Drawn from World Cup examples throughout history, but with a specific focus on the 2018 and 2022 editions – as well as notable Olympic conflicts and rivalries in …
Creativity and Psychosis
Treatment of schizophrenia and other psychotic illnesses primarily uses antipsychotic medication. Compared to other common mental health conditions, the opportunities for psychotherapy in psychosis are limited. Jung and the post-Jungians considered that psychotherapy of psychosis is possible, supported by using creative arts and other individualized treatments. Moreover, they felt there was a tremendous creative potential within the symptoms of p…
Experiencing ‘inclusion’
Despite a growing consensus within the inclusion literature on the power of student voice, the way it is currently positioned in educational processes and systems remains problematic. This article argues that attention to student voice within a systemic analysis can deepen our understanding of young people’s experience of educational systems. It draws on data from a field research study which explored in-depth the inclusive experiences of 12 stud…
The contact zone
Issues of social justice associated with photography based educational research (PBER) are under-explored and under-theorised. In Part 1 of this paper, a practical synthesis of social justice in education is used to interrogate the purposes and processes of PBER, which then frames discussion of the particular affordances of images and the ethical issues involved. In Part 2, the ‘contact zone’ (Pratt, 1992 Pratt, M. L. (1992). Imperial Eyes: Trave…
The Latest Battle
Two books in C.S. Lewis’s young adult fantasy series Chronicles of Narnia - The Horse and His Boy and The Last Battle - paint an uncomfortable portrait of the Calormen, the traditional foil for the Narnians. Throughout the text, the Calormen are clearly marked both culturally and racially as Middle Eastern, perhaps specifically as Turkish or Arab in their socio-political power structure with harems, arranged marriages, and facial hair designating…
Imagining inclusive teachers
In this article we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in thi…
Arrest trajectories of adult offenders with a serious mental illness
We examined patterns and correlates of arrest/re-arrests among offenders with a serious mental illness over a 4-year period. County criminal justice records and health and social service datasets were used to identify and describe inmates jailed in Pinellas County, Florida, between 7/03 and 6/04. A total of 3,769 participants (10.1% of arrestees) had a serious mental illness. Participants averaged 4.6 arrests (SD 3.9, median 4) and 150.6 days in …
Transition from nonformal schools
Transition between schools often raises difficulties for young people and their families. In this study of transition from nonformal primary to formal high schools in Bangladesh, difficulties include not only making new relationships and adapting to new norms, but adjusting to a different approach to educating disadvantaged people. Bronfenbrenner's ecological systems theory is used as an interpretive framework to explore pupils' school and learni…
Learning in the contact zone
Development rhetoric sometimes appears to take little account of the contingencies of relationships, activities and events, as if human interaction and understanding is being written out of the process. At the same time, practices such as volunteering, which foreground the human subjects involved in development, are often ignored by development professionals, despite (or perhaps because of) the high proportion of development agency staff who are …
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Pierre Corneille's Le Véritable and Some Problems of Literary History
Journal Article PIERRE CORNEILLE'S LE VÉRITABLE AND SOME PROBLEMS OF LITERARY HISTORY Get access J. TRETHEWEY, J. TRETHEWEY ABERYSTWYTH Search for other works by this author on: Oxford Academic Google Scholar A. HOWE A. HOWE LIVERPOOL Search for other works by this author on: Oxford Academic Google Scholar French Studies, Volume XXVI, Issue 3, July 1972, Pages 266–275, https://doi.org/10.1093/fs/XXVI.3.266 Published: 01 July 1972
Imagining inclusive teachers
In this article we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in thi…
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Arrest trajectories of adult offenders with a serious mental illness
We examined patterns and correlates of arrest/re-arrests among offenders with a serious mental illness over a 4-year period. County criminal justice records and health and social service datasets were used to identify and describe inmates jailed in Pinellas County, Florida, between 7/03 and 6/04. A total of 3,769 participants (10.1% of arrestees) had a serious mental illness. Participants averaged 4.6 arrests (SD 3.9, median 4) and 150.6 days in …
Learning in the contact zone
Development rhetoric sometimes appears to take little account of the contingencies of relationships, activities and events, as if human interaction and understanding is being written out of the process. At the same time, practices such as volunteering, which foreground the human subjects involved in development, are often ignored by development professionals, despite (or perhaps because of) the high proportion of development agency staff who are …
The contact zone
Issues of social justice associated with photography based educational research (PBER) are under-explored and under-theorised. In Part 1 of this paper, a practical synthesis of social justice in education is used to interrogate the purposes and processes of PBER, which then frames discussion of the particular affordances of images and the ethical issues involved. In Part 2, the ‘contact zone’ (Pratt, 1992 Pratt, M. L. (1992). Imperial Eyes: Trave…
Experiencing ‘inclusion’
Despite a growing consensus within the inclusion literature on the power of student voice, the way it is currently positioned in educational processes and systems remains problematic. This article argues that attention to student voice within a systemic analysis can deepen our understanding of young people’s experience of educational systems. It draws on data from a field research study which explored in-depth the inclusive experiences of 12 stud…
Pierre Corneille's Le Véritable and Some Problems of Literary History
Journal Article PIERRE CORNEILLE'S LE VÉRITABLE AND SOME PROBLEMS OF LITERARY HISTORY Get access J. TRETHEWEY, J. TRETHEWEY ABERYSTWYTH Search for other works by this author on: Oxford Academic Google Scholar A. HOWE A. HOWE LIVERPOOL Search for other works by this author on: Oxford Academic Google Scholar French Studies, Volume XXVI, Issue 3, July 1972, Pages 266–275, https://doi.org/10.1093/fs/XXVI.3.266 Published: 01 July 1972
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Transition from nonformal schools
Transition between schools often raises difficulties for young people and their families. In this study of transition from nonformal primary to formal high schools in Bangladesh, difficulties include not only making new relationships and adapting to new norms, but adjusting to a different approach to educating disadvantaged people. Bronfenbrenner's ecological systems theory is used as an interpretive framework to explore pupils' school and learni…
Learning in the contact zone
Development rhetoric sometimes appears to take little account of the contingencies of relationships, activities and events, as if human interaction and understanding is being written out of the process. At the same time, practices such as volunteering, which foreground the human subjects involved in development, are often ignored by development professionals, despite (or perhaps because of) the high proportion of development agency staff who are …
Arrest trajectories of adult offenders with a serious mental illness
We examined patterns and correlates of arrest/re-arrests among offenders with a serious mental illness over a 4-year period. County criminal justice records and health and social service datasets were used to identify and describe inmates jailed in Pinellas County, Florida, between 7/03 and 6/04. A total of 3,769 participants (10.1% of arrestees) had a serious mental illness. Participants averaged 4.6 arrests (SD 3.9, median 4) and 150.6 days in …
Imagining inclusive teachers
In this article we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in thi…
The Latest Battle
Two books in C.S. Lewis’s young adult fantasy series Chronicles of Narnia - The Horse and His Boy and The Last Battle - paint an uncomfortable portrait of the Calormen, the traditional foil for the Narnians. Throughout the text, the Calormen are clearly marked both culturally and racially as Middle Eastern, perhaps specifically as Turkish or Arab in their socio-political power structure with harems, arranged marriages, and facial hair designating…
The contact zone
Issues of social justice associated with photography based educational research (PBER) are under-explored and under-theorised. In Part 1 of this paper, a practical synthesis of social justice in education is used to interrogate the purposes and processes of PBER, which then frames discussion of the particular affordances of images and the ethical issues involved. In Part 2, the ‘contact zone’ (Pratt, 1992 Pratt, M. L. (1992). Imperial Eyes: Trave…
Creativity and Psychosis
Treatment of schizophrenia and other psychotic illnesses primarily uses antipsychotic medication. Compared to other common mental health conditions, the opportunities for psychotherapy in psychosis are limited. Jung and the post-Jungians considered that psychotherapy of psychosis is possible, supported by using creative arts and other individualized treatments. Moreover, they felt there was a tremendous creative potential within the symptoms of p…
Experiencing ‘inclusion’
Despite a growing consensus within the inclusion literature on the power of student voice, the way it is currently positioned in educational processes and systems remains problematic. This article argues that attention to student voice within a systemic analysis can deepen our understanding of young people’s experience of educational systems. It draws on data from a field research study which explored in-depth the inclusive experiences of 12 stud…
World Cup runneth over
International football – particularly the FIFA World Cup – reflects and amplifies global political tensions, historical conflicts, and post-colonial dynamics. In a globalized world filled with such fault lines, sports often serve as both a symbolic battleground and a means of diplomacy. Drawn from World Cup examples throughout history, but with a specific focus on the 2018 and 2022 editions – as well as notable Olympic conflicts and rivalries in …
Psychology (8 works) · Sociology (6 works) · Pedagogy (5 works) · Political science (5 works) · Art (4 works) · Art history (2 works) · Children's Rights and Participation (2 works) · Classics (2 works) · Classics (2 works) · Collaborative Teaching and Inclusion (2 works)