Carolyn Roberts
Biographic Data
| ID | 5711610 |
|---|---|
| NAME | Carolyn Roberts |
| GIVEN NAMES | Carolyn |
| FAMILY NAME | Roberts |
| SIGNATURE | ROBERTS C |
| AFFILIATIONS | University of Gloucestershire |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Aetiological Politics, Mental Illness, and Affective Neuroscience in British Slave Trade Abolition
The role of medical science, including testimony from medical practitioners during Britain’s parliamentary inquiry into the slave trade, has eluded sustained scrutiny in the historiography. Through a close reading of parliamentary hearings, doctors’ clinical reasoning, diagnostic practices, and therapeutic protocols emerge as key forensic evidence in the abolition movement. This article traces the politics of medical diagnosis by studying mental …
Pharmaceutical Captivity, Epistemological Rupture, and the Business Archive of the British Slave Trade
The archival record of the transatlantic slave trade poses a methodological challenge to researchers who wish to center the lives of enslaved people in their scholarship. In more recent years, such archival scrutiny has evolved into its own vibrant field of inquiry concerning the politics of the archive. This article contributes to this burgeoning field by studying the pharmaceutical dimensions of the British slave trade and examining the underex…
Using role-play for expert science communication with professional stakeholders in flood risk management
This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to learning, work hierarchies that affected co-learning and wide diversity in learners’ prior knowledge/sk…
Starting with the staff
In the early months of 2007 a staff development exercise with multiple purposes and outputs was undertaken at the University of Gloucestershire. It aimed to identify innovative examples of education for sustainable development (ESD) in the University’s curriculum, to provide a forum for ESD practitioners to exchange and discuss their approaches and experiences and to disseminate good practice through the publication of an edited volume of exempla…
Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography
This paper encourages readers to experiment with inquiry-based learning (IBL) in their courses in the interest of identifying more diverse styles of instruction, and developing a wider understanding of the advantages and disadvantages of the methodology. The aims of the paper are to unpack the meanings of IBL, describe some uses of IBL in geography, and discuss their benefits and challenges for students and teachers. IBL is essentially a question…
Reflecting on Reflective Learning
This paper examines how reflective learning can be promoted and developed explicitly within the disciplines of geography, earth and environmental sciences. A review of various theoretical perspectives on reflection is provided, as well as a brief summary of the ways of incorporating reflection in the curriculum. The substantive part of this paper is based on a UK Learning and Teaching Support Network (LTSN) Subject Centre for Geography, Earth and…
Letter
Letter: Automobile head restraints. C D Roberts, and E N RobertsCopyRight https://doi.org/10.2105/AJPH.64.11.1032-b Published Online: November 15, 2011
Reflecting on Reflective Learning
This paper examines how reflective learning can be promoted and developed explicitly within the disciplines of geography, earth and environmental sciences. A review of various theoretical perspectives on reflection is provided, as well as a brief summary of the ways of incorporating reflection in the curriculum. The substantive part of this paper is based on a UK Learning and Teaching Support Network (LTSN) Subject Centre for Geography, Earth and…
Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography
This paper encourages readers to experiment with inquiry-based learning (IBL) in their courses in the interest of identifying more diverse styles of instruction, and developing a wider understanding of the advantages and disadvantages of the methodology. The aims of the paper are to unpack the meanings of IBL, describe some uses of IBL in geography, and discuss their benefits and challenges for students and teachers. IBL is essentially a question…
Using role-play for expert science communication with professional stakeholders in flood risk management
This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to learning, work hierarchies that affected co-learning and wide diversity in learners’ prior knowledge/sk…
Pharmaceutical Captivity, Epistemological Rupture, and the Business Archive of the British Slave Trade
The archival record of the transatlantic slave trade poses a methodological challenge to researchers who wish to center the lives of enslaved people in their scholarship. In more recent years, such archival scrutiny has evolved into its own vibrant field of inquiry concerning the politics of the archive. This article contributes to this burgeoning field by studying the pharmaceutical dimensions of the British slave trade and examining the underex…
Starting with the staff
In the early months of 2007 a staff development exercise with multiple purposes and outputs was undertaken at the University of Gloucestershire. It aimed to identify innovative examples of education for sustainable development (ESD) in the University’s curriculum, to provide a forum for ESD practitioners to exchange and discuss their approaches and experiences and to disseminate good practice through the publication of an edited volume of exempla…
Letter
Letter: Automobile head restraints. C D Roberts, and E N RobertsCopyRight https://doi.org/10.2105/AJPH.64.11.1032-b Published Online: November 15, 2011
Reflecting on Reflective Learning
This paper examines how reflective learning can be promoted and developed explicitly within the disciplines of geography, earth and environmental sciences. A review of various theoretical perspectives on reflection is provided, as well as a brief summary of the ways of incorporating reflection in the curriculum. The substantive part of this paper is based on a UK Learning and Teaching Support Network (LTSN) Subject Centre for Geography, Earth and…
Starting with the staff
In the early months of 2007 a staff development exercise with multiple purposes and outputs was undertaken at the University of Gloucestershire. It aimed to identify innovative examples of education for sustainable development (ESD) in the University’s curriculum, to provide a forum for ESD practitioners to exchange and discuss their approaches and experiences and to disseminate good practice through the publication of an edited volume of exempla…
Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography
This paper encourages readers to experiment with inquiry-based learning (IBL) in their courses in the interest of identifying more diverse styles of instruction, and developing a wider understanding of the advantages and disadvantages of the methodology. The aims of the paper are to unpack the meanings of IBL, describe some uses of IBL in geography, and discuss their benefits and challenges for students and teachers. IBL is essentially a question…
Using role-play for expert science communication with professional stakeholders in flood risk management
This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to learning, work hierarchies that affected co-learning and wide diversity in learners’ prior knowledge/sk…
Pharmaceutical Captivity, Epistemological Rupture, and the Business Archive of the British Slave Trade
The archival record of the transatlantic slave trade poses a methodological challenge to researchers who wish to center the lives of enslaved people in their scholarship. In more recent years, such archival scrutiny has evolved into its own vibrant field of inquiry concerning the politics of the archive. This article contributes to this burgeoning field by studying the pharmaceutical dimensions of the British slave trade and examining the underex…
Aetiological Politics, Mental Illness, and Affective Neuroscience in British Slave Trade Abolition
The role of medical science, including testimony from medical practitioners during Britain’s parliamentary inquiry into the slave trade, has eluded sustained scrutiny in the historiography. Through a close reading of parliamentary hearings, doctors’ clinical reasoning, diagnostic practices, and therapeutic protocols emerge as key forensic evidence in the abolition movement. This article traces the politics of medical diagnosis by studying mental …
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Curriculum (3 works) · Geography Education and Pedagogy (3 works) · Medicine (3 works) · Political science (3 works) · Historical Studies and Socio-cultural Analysis (2 works) · Historiography (2 works)