Robin Usher
Biographic Data
| ID | 4864751 |
|---|---|
| NAME | Robin Usher |
| GIVEN NAMES | Robin |
| FAMILY NAME | Usher |
| SIGNATURE | USHER R |
| AFFILIATIONS | University of Southampton |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 78 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 6 |
Situated Ethics in Educational Research
Ethics has traditionally been seen as a set of general principles which can be applied in a range of situations. This book argues that in fact ethical principles must be shaped within different research practices and hence take on different significances according to varying research situations. The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contribu…
Situated Ethics in Educational Research
Lyotard’s performance
Postmodernism and Education
In this book, the authors explore and clarify the nature of postmodernism and provide a detailed introduction to key writers in the field such as Lacan Derrida Foucault Lyotard They examine the impact of this thinking upon contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies.
Putting Space Back on the Map
(2002). Putting Space Back on the Map: globalisation, place and identity. Educational Philosophy and Theory: Vol. 34, No. 1, pp. 41-55
Experiential learning and the shaping of subjectivity in the workplace
The focus of this paper is the current development of work-based learning awards. We will relate work-based learning awards to the way in which the workplace has been constructed by contemporary reform discourses that combine elements of the managerial and the educational. These discourses emphasise the role of cultural change and the role of learning in the workplace. We will examine how the subjectivity of workers/learners is shaped by this and…
A Society of Signs? Mediating a Learning Society
This article critiques certain notions of a learning society. These are framed largely in economic and humanist frameworks of competitiveness and social exclusion. This overlooks the implications of information, communications and media technologies, and the linguistic turn in social theory. These suggest a learning society can be framed as a ‘society of signs’ Some of the possible implications of the latter are outlined
Understanding Social Research
In 1991 the Economic and Social Research Council (ESRC) published "Postgraduate Training Guidelines". Throughout the document emphasis is placed on the need for universities to make postgraduate research students aware of the methodological issues that affect their work. This text explores the relationship between knowledge, methodology and research practice across the broad spectrum of the social sciences in language that is accessible to resear…
Final frontiers? globalisation, pedagogy and (dis)location
In recent times, spatial metaphors such as border crossing, border pedagogy, speaking from the margins, spanning the abyss, occupying in-between spaces and diaspora space have emerged to characterise educational and other cultural practices. This is particularly the case in critical, feminist and postcolonial pedagogy influenced by poststructuralist and postmodern theory. This article argues that the increased emphasis given to spatial metaphors …
Re-theorising experience
(1997). Re-theorising experience: adult learning in contemporary social practices. Studies in the Education of Adults: Vol. 29, No. 2, pp. 137-153
All to play for? Adult education, leisure and consumer culture
What stories do I tell now? New times and new narratives for the adult educator
Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what i…
Confessing All? A ‘Postmodern Guide’ to the Guidance and Counselling of Adult Learners
(1995). Confessing All? A ‘Postmodern Guide’ to the Guidance and Counselling of Adult Learners. Studies in the Education of Adults: Vol. 27, No. 1, pp. 9-23
Disciplining the Subject
(1994). Disciplining the Subject: the Power of Competence. Studies in the Education of Adults: Vol. 26, No. 1, pp. 1-14
Experience in Adult Education
The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult educat…
Theory and metatheory in the adult education curriculum
Adult education has failed to theorize itself adequately as a field of knowledge in its own right. The professional curriculum required by adult education must selectively relate curriculum content to its world of practice. Andragogy represents the most consistent attempt so far but is inadequate because it uncritically reduces theoretical knowledge to learning theory. This paper aims to provide an alternative theorization, in effect a metatheory…
Relevance, Research and the Study of Adult Education
The Place of Theory in Designing Curricula for the Continuing Education of Adult Educators
Teaching Adults
Re-examining the theory-practice relationship in continuing professional education
The aim of continuing professional education courses is generally considered to be that of helping the practitioner improve practice. Yet in emphasising the transmission of theoretical knowledge, the improvement of practice often becomes ineffective. The focus of this paper therefore is the theory-practice relationship. The conventional formulation of this relationship in terms of the application of theory to practice is examined and found to suf…
Reflection and Prior Work Experience
The focus of this paper is the part-time adult student in university studies. Universities in this country are making tentative moves to increase the numbers of adult students, but, in general, have not thought seriously about the issues involved, particularly the use of adult students' prior work experience. Whilst there is some agreement that this should be utilised there is a danger of a simplistic approach because of the difficult conceptual …
Adult Students and their Experience
Beyond the Anecdotal
Putting Space Back on the Map
(2002). Putting Space Back on the Map: globalisation, place and identity. Educational Philosophy and Theory: Vol. 34, No. 1, pp. 41-55
Experiential learning and the shaping of subjectivity in the workplace
The focus of this paper is the current development of work-based learning awards. We will relate work-based learning awards to the way in which the workplace has been constructed by contemporary reform discourses that combine elements of the managerial and the educational. These discourses emphasise the role of cultural change and the role of learning in the workplace. We will examine how the subjectivity of workers/learners is shaped by this and…
Disciplining the Subject
(1994). Disciplining the Subject: the Power of Competence. Studies in the Education of Adults: Vol. 26, No. 1, pp. 1-14
What stories do I tell now? New times and new narratives for the adult educator
Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what i…
Re-theorising experience
(1997). Re-theorising experience: adult learning in contemporary social practices. Studies in the Education of Adults: Vol. 29, No. 2, pp. 137-153
Confessing All? A ‘Postmodern Guide’ to the Guidance and Counselling of Adult Learners
(1995). Confessing All? A ‘Postmodern Guide’ to the Guidance and Counselling of Adult Learners. Studies in the Education of Adults: Vol. 27, No. 1, pp. 9-23
Beyond the Anecdotal
Experience in Adult Education
The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult educat…
Re-examining the theory-practice relationship in continuing professional education
The aim of continuing professional education courses is generally considered to be that of helping the practitioner improve practice. Yet in emphasising the transmission of theoretical knowledge, the improvement of practice often becomes ineffective. The focus of this paper therefore is the theory-practice relationship. The conventional formulation of this relationship in terms of the application of theory to practice is examined and found to suf…
Lyotard’s performance
All to play for? Adult education, leisure and consumer culture
The Place of Theory in Designing Curricula for the Continuing Education of Adult Educators
Final frontiers? globalisation, pedagogy and (dis)location
In recent times, spatial metaphors such as border crossing, border pedagogy, speaking from the margins, spanning the abyss, occupying in-between spaces and diaspora space have emerged to characterise educational and other cultural practices. This is particularly the case in critical, feminist and postcolonial pedagogy influenced by poststructuralist and postmodern theory. This article argues that the increased emphasis given to spatial metaphors …
Theory and metatheory in the adult education curriculum
Adult education has failed to theorize itself adequately as a field of knowledge in its own right. The professional curriculum required by adult education must selectively relate curriculum content to its world of practice. Andragogy represents the most consistent attempt so far but is inadequate because it uncritically reduces theoretical knowledge to learning theory. This paper aims to provide an alternative theorization, in effect a metatheory…
Adult Students and their Experience
Beyond the Anecdotal
Reflection and Prior Work Experience
The focus of this paper is the part-time adult student in university studies. Universities in this country are making tentative moves to increase the numbers of adult students, but, in general, have not thought seriously about the issues involved, particularly the use of adult students' prior work experience. Whilst there is some agreement that this should be utilised there is a danger of a simplistic approach because of the difficult conceptual …
Adult Students and their Experience
The Place of Theory in Designing Curricula for the Continuing Education of Adult Educators
Teaching Adults
Re-examining the theory-practice relationship in continuing professional education
The aim of continuing professional education courses is generally considered to be that of helping the practitioner improve practice. Yet in emphasising the transmission of theoretical knowledge, the improvement of practice often becomes ineffective. The focus of this paper therefore is the theory-practice relationship. The conventional formulation of this relationship in terms of the application of theory to practice is examined and found to suf…
Relevance, Research and the Study of Adult Education
Theory and metatheory in the adult education curriculum
Adult education has failed to theorize itself adequately as a field of knowledge in its own right. The professional curriculum required by adult education must selectively relate curriculum content to its world of practice. Andragogy represents the most consistent attempt so far but is inadequate because it uncritically reduces theoretical knowledge to learning theory. This paper aims to provide an alternative theorization, in effect a metatheory…
Experience in Adult Education
The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult educat…
Disciplining the Subject
(1994). Disciplining the Subject: the Power of Competence. Studies in the Education of Adults: Vol. 26, No. 1, pp. 1-14
Confessing All? A ‘Postmodern Guide’ to the Guidance and Counselling of Adult Learners
(1995). Confessing All? A ‘Postmodern Guide’ to the Guidance and Counselling of Adult Learners. Studies in the Education of Adults: Vol. 27, No. 1, pp. 9-23
What stories do I tell now? New times and new narratives for the adult educator
Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what i…
Understanding Social Research
In 1991 the Economic and Social Research Council (ESRC) published "Postgraduate Training Guidelines". Throughout the document emphasis is placed on the need for universities to make postgraduate research students aware of the methodological issues that affect their work. This text explores the relationship between knowledge, methodology and research practice across the broad spectrum of the social sciences in language that is accessible to resear…
Final frontiers? globalisation, pedagogy and (dis)location
In recent times, spatial metaphors such as border crossing, border pedagogy, speaking from the margins, spanning the abyss, occupying in-between spaces and diaspora space have emerged to characterise educational and other cultural practices. This is particularly the case in critical, feminist and postcolonial pedagogy influenced by poststructuralist and postmodern theory. This article argues that the increased emphasis given to spatial metaphors …
Re-theorising experience
(1997). Re-theorising experience: adult learning in contemporary social practices. Studies in the Education of Adults: Vol. 29, No. 2, pp. 137-153
All to play for? Adult education, leisure and consumer culture
Experiential learning and the shaping of subjectivity in the workplace
The focus of this paper is the current development of work-based learning awards. We will relate work-based learning awards to the way in which the workplace has been constructed by contemporary reform discourses that combine elements of the managerial and the educational. These discourses emphasise the role of cultural change and the role of learning in the workplace. We will examine how the subjectivity of workers/learners is shaped by this and…
A Society of Signs? Mediating a Learning Society
This article critiques certain notions of a learning society. These are framed largely in economic and humanist frameworks of competitiveness and social exclusion. This overlooks the implications of information, communications and media technologies, and the linguistic turn in social theory. These suggest a learning society can be framed as a ‘society of signs’ Some of the possible implications of the latter are outlined
Postmodernism and Education
In this book, the authors explore and clarify the nature of postmodernism and provide a detailed introduction to key writers in the field such as Lacan Derrida Foucault Lyotard They examine the impact of this thinking upon contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies.
Putting Space Back on the Map
(2002). Putting Space Back on the Map: globalisation, place and identity. Educational Philosophy and Theory: Vol. 34, No. 1, pp. 41-55
Lyotard’s performance
Situated Ethics in Educational Research
Ethics has traditionally been seen as a set of general principles which can be applied in a range of situations. This book argues that in fact ethical principles must be shaped within different research practices and hence take on different significances according to varying research situations. The book develops the notion of situated ethics and explores how ethical issues are practically handled by educational researchers in the field. Contribu…
Situated Ethics in Educational Research
Sociology (22 works) · Pedagogy (18 works) · Psychology (13 works) · Epistemology (12 works) · Adult education (10 works) · Adult and Continuing Education Topics (9 works) · Political science (9 works) · Computer Science (7 works) · Global Educational Policies and Reforms (7 works) · Philosophy (7 works)