Grace Healy
Biographic Data
| ID | 5225927 |
|---|---|
| NAME | Grace Healy |
| GIVEN NAMES | Grace |
| FAMILY NAME | Healy |
| SIGNATURE | HEALY G |
| AFFILIATIONS | Film Independent |
| ORCID | 0000-0001-8398-1390 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Importance of Connecting Young People, School Geography and Future Careers in Secondary Education
Schools and further education colleges worldwide are increasingly integrating career education into school subjects to raise career awareness, help young people develop the essential knowledge and skills needed to thrive in the workplace and support decision-making about their future education and work choices. Drawing on a mixed-methods study in a multi-academy trust in England, this article considers how geography teachers can meaningfully embe…
Curriculum in Professional Practice
Curriculum in Professional Practice
Punk, Pan and the shadow
This article draws on Carl Jung’s psychoanalytic model of the psyche to enrich the existing scholarship on punk and philosophy. Aspects of punk subculture embody the central tenet of existentialism: the elevation of personal authenticity is key to meaningful existence. Psychoanalytic theory’s central premise – that the psyche contains both a conscious and unconscious realm – strengthens existentialism’s claim: the elevation of personal authentici…
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden
National curriculum statements found within the Official Recontextualising Field (ORF) provide an insight into how geography as a school subject is conceptualized in a country’s education system. National curricula can shape teachers’ agency in curriculum making and what, how and where children and young people study and learn geography. This paper engages with the lower secondary national geography curriculum for England, Finland and Sweden. We …
Nihilism and the ‘death of God’ in the work of Siouxsie and the Banshees
This article locates Siouxsie and the Banshees within the philosophical tradition of existentialism, specifically the work of Nietzsche and Heidegger. Aspects of 1970s British punk-rock share with Nietzsche a concern with the condition of ‘nihilism’. For Nietzsche, with the western decline in the belief in God, humankind no longer has an external source of authority within which meaning, evaluation and morality are anchored. Nietzsche’s philosoph…
Translation urgency in our climate-challenged times
This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-…
Navigating personal and disciplinary frontiers
In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography…
Punk Rock and Philosophy
Review of: Punk Rock and Philosophy: Research and Destroy , Joshua Heter and Richard Greene (eds) (2022) Chicago, IL: Open Universe, 346 pp., ISBN 978-1-63770-022-8, p/bk, $24.95
Hardcore Research
Review of: Hardcore Research: Punk, Practice, Politics , Konstantin Butz and Robert A. Winkler (eds) (2023) Bielefeld and London: Transcript Publishing, 278 pp., ISBN 978-3-83766-406-5, p/bk, €39.00
Creating stories of educational change in and for geography
This article will explore the potential for embedding education outputs within contemporary geographical scholarship to provide a disciplinary resource for school teachers’ curriculum thinking and pathways to impact for academic geographers. In particular, the article will draw upon two projects to show the empirical depth that can be achieved by developing resources that give teachers and students insight into the particularities of places (in t…
Engaging with undergraduate geography students’ perspectives on the value of geography to a person’s education
In this article, we explore perspectives on, and experiences of, geography education, by engaging with those looking at the field from a different vantage point than those working in it – those studying geography. The article begins by examining the importance of student voice in and to geography education, before drawing on a survey of 333 undergraduate geography students from across the British Isles conducted in late 2020. Through engaging wit…
Pressures and influences on school leaders navigating policy development during the Covid‐19 pandemic
The pressures and influences experienced by school leaders as school policymakers, during the first responses to COVID‐19 pandemic, made their task of interpreting, translating and implementing school guidance both difficult and stressful. During COVID‐19 pandemic, school leaders faced challenges to prioritise and balance ever‐changing government policy advice with the limitations of school buildings, the welfare of students and staff, and the ne…
Looking ahead to the future of GeogEd
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Participatory plant breeding and social change in the Midwestern United States
Pressures and influences on school leaders navigating policy development during the Covid‐19 pandemic
The pressures and influences experienced by school leaders as school policymakers, during the first responses to COVID‐19 pandemic, made their task of interpreting, translating and implementing school guidance both difficult and stressful. During COVID‐19 pandemic, school leaders faced challenges to prioritise and balance ever‐changing government policy advice with the limitations of school buildings, the welfare of students and staff, and the ne…
Looking ahead to the future of GeogEd
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Participatory plant breeding and social change in the Midwestern United States
Navigating personal and disciplinary frontiers
In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography…
Participatory plant breeding and social change in the Midwestern United States
Engaging with undergraduate geography students’ perspectives on the value of geography to a person’s education
In this article, we explore perspectives on, and experiences of, geography education, by engaging with those looking at the field from a different vantage point than those working in it – those studying geography. The article begins by examining the importance of student voice in and to geography education, before drawing on a survey of 333 undergraduate geography students from across the British Isles conducted in late 2020. Through engaging wit…
Pressures and influences on school leaders navigating policy development during the Covid‐19 pandemic
The pressures and influences experienced by school leaders as school policymakers, during the first responses to COVID‐19 pandemic, made their task of interpreting, translating and implementing school guidance both difficult and stressful. During COVID‐19 pandemic, school leaders faced challenges to prioritise and balance ever‐changing government policy advice with the limitations of school buildings, the welfare of students and staff, and the ne…
Looking ahead to the future of GeogEd
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Punk Rock and Philosophy
Review of: Punk Rock and Philosophy: Research and Destroy , Joshua Heter and Richard Greene (eds) (2022) Chicago, IL: Open Universe, 346 pp., ISBN 978-1-63770-022-8, p/bk, $24.95
Hardcore Research
Review of: Hardcore Research: Punk, Practice, Politics , Konstantin Butz and Robert A. Winkler (eds) (2023) Bielefeld and London: Transcript Publishing, 278 pp., ISBN 978-3-83766-406-5, p/bk, €39.00
Creating stories of educational change in and for geography
This article will explore the potential for embedding education outputs within contemporary geographical scholarship to provide a disciplinary resource for school teachers’ curriculum thinking and pathways to impact for academic geographers. In particular, the article will draw upon two projects to show the empirical depth that can be achieved by developing resources that give teachers and students insight into the particularities of places (in t…
Nihilism and the ‘death of God’ in the work of Siouxsie and the Banshees
This article locates Siouxsie and the Banshees within the philosophical tradition of existentialism, specifically the work of Nietzsche and Heidegger. Aspects of 1970s British punk-rock share with Nietzsche a concern with the condition of ‘nihilism’. For Nietzsche, with the western decline in the belief in God, humankind no longer has an external source of authority within which meaning, evaluation and morality are anchored. Nietzsche’s philosoph…
Translation urgency in our climate-challenged times
This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-…
Navigating personal and disciplinary frontiers
In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography…
Punk, Pan and the shadow
This article draws on Carl Jung’s psychoanalytic model of the psyche to enrich the existing scholarship on punk and philosophy. Aspects of punk subculture embody the central tenet of existentialism: the elevation of personal authenticity is key to meaningful existence. Psychoanalytic theory’s central premise – that the psyche contains both a conscious and unconscious realm – strengthens existentialism’s claim: the elevation of personal authentici…
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden
National curriculum statements found within the Official Recontextualising Field (ORF) provide an insight into how geography as a school subject is conceptualized in a country’s education system. National curricula can shape teachers’ agency in curriculum making and what, how and where children and young people study and learn geography. This paper engages with the lower secondary national geography curriculum for England, Finland and Sweden. We …
The Importance of Connecting Young People, School Geography and Future Careers in Secondary Education
Schools and further education colleges worldwide are increasingly integrating career education into school subjects to raise career awareness, help young people develop the essential knowledge and skills needed to thrive in the workplace and support decision-making about their future education and work choices. Drawing on a mixed-methods study in a multi-academy trust in England, this article considers how geography teachers can meaningfully embe…
Curriculum in Professional Practice
Curriculum in Professional Practice
Sociology (10 works) · Geography Education and Pedagogy (7 works) · Pedagogy (7 works) · Political science (7 works) · Curriculum (6 works) · Geography (6 works) · Educator Training and Historical Pedagogy (5 works) · Psychology (5 works) · Social science (5 works) · Engineering (4 works)