Amanda Fulford
Biographic Data
| ID | 5993833 |
|---|---|
| NAME | Amanda Fulford |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Fulford |
| SIGNATURE | FULFORD A |
| AFFILIATIONS | Leeds Trinity University |
| ORCID | 0000-0002-5063-0022 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
The university as sanctuary
Recent work at the confluence of Philosophy and Higher Education Studies has conceptualized the university as a place for belonging. The university, on this understanding, offers respite and refuge and familiarity; it is a place for insiders and outsiders to come together and to forge meaningful and lasting bonds. One of the interesting aspects about this body of scholarship is that its antithesis also exists. There is an equally compelling body …
Being universitas
This paper considers what is at stake in the idea of universitas – a community of masters and scholars – in the context of the shifting landscape of higher education engendered by the COVID-19 pandemic. Drawing on the philosophy of Gabriel Marcel, we consider what it means to be together in a university community. We draw a distinction between the idea of ‘functioning’ as universitas and ‘being’ universitas, arguing that, that while universities …
The University as Troublemaker
This paper begins by considering the claims that in many ways, the university sector is in trouble, and that there are a variety of potential reasons for this state of affairs. Drawing on the etymological insights of the word ‘trouble’, the paper suggests that we can situate the university very differently: we can see it not as an institution in trouble, but rather as a place that troubles and that agitates the mind. It is a troublemaker. It argu…
A philosophical defence of the university lecture
As a host of published books, journal articles and opinion pieces attest, the university lecture is now distinctly out of step with contemporary Higher Education discourse. Academics across university disciplines confidently proclaim the format’s obsolescence, arguing that only inertia and familiarity could satisfactorily account for the lecture’s survival. We propose in this paper to offer a philosophical revisiting of this most maligned of peda…
Releasing education into the wild
This paper considers the recent growth in different kinds of learning outside the classroom, especially Forest Schools. It shows how the activities associated with Forest Schools often involve mainstream curriculum content delivered in outdoor settings, with a focus on developing skills and attitudes that can be utilised when back in the classroom. Drawing on the works of Henry David Thoreau and Anna (Nan) Shepherd, we suggest that there is an im…
Refusal and disowning knowledge
This paper addresses both ‘student engagement’ in contemporary universities, and student ‘disengagement’ – where the latter is often seen as a failure of performance, or absence of will. In a bold move, the paper asks whether students should be engaged in their university education, and whether there is value in forms of disengagement. It shows what is at stake in our attunement with, and dissent from, criteria, and how such dissent can be educat…
The Hermit and The Poet
The notions of literacy and citizenship have become technologised through the demands for measurable learning outcomes and the reduction of these aspects of education to sets of skills and competences. Technologisation is understood here as the systematisation of an art, rather than as intending to understand technology itself in negative terms or to comment on the way technology is used in teaching and learning for literacy and citizenship. Tech…
Education
Higher Education, Collaboration and a New Economics
In this paper I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the 'collaborative commons'. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as 'pro-sumers'. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of cap…
Satisfaction, settlement and exposition
In this paper, I consider the tutorial conversation in Higher Education. To focus the discussion I use the scenario of a tutorial conversation between a lecturer and a student. I begin by suggesting that the increasing emphasis placed on student satisfaction in certain Higher Education Institutions tends to focus the tutorial conversation towards a form of settlement that I then consider in light of Thoreau's Walden. To explore what other convers…
Conversations
This article considers conversations in and about education. To focus the discussion, it uses the scenario of a conversation between a trainee teacher and her mentor reflecting together on a lesson that the trainee has just taught. I begin by outlining the notion of reflective practice as popularised by Donald Schön, and show how, in the scenario, the reflective practice conversation leads to talk characterised by recourse to particular dominant …
Cavell, literacy and what it means to read
This paper explores three current notions of literacy, which underpin the theorisation and practice of teaching and learning for both children and adults in England. In so doing, it raises certain problems inherent in these approaches to literacy and literacy education and shows how Stanley Cavell's notions of reading, and especially his reading of Thoreau's Walden, help to construct a notion not of literacy, but of being literate. The paper take…
Ventriloquising the Voice
Until we are capable of serious speech again--i.e., are re-born, are men '[speaking] in a waking moment, to men in their waking moment' (XVIII, 6) --our words do not carry our conviction, we cannot fully back them, because either we are careless of our convictions, or think we haven't any, or imagine they are inexpressible. They are merely unutterable (Cavell, 1981, p. 34)
Ventriloquising the Voice
Until we are capable of serious speech again--i.e., are re-born, are men '[speaking] in a waking moment, to men in their waking moment' (XVIII, 6) --our words do not carry our conviction, we cannot fully back them, because either we are careless of our convictions, or think we haven't any, or imagine they are inexpressible. They are merely unutterable (Cavell, 1981, p. 34)
Cavell, literacy and what it means to read
This paper explores three current notions of literacy, which underpin the theorisation and practice of teaching and learning for both children and adults in England. In so doing, it raises certain problems inherent in these approaches to literacy and literacy education and shows how Stanley Cavell's notions of reading, and especially his reading of Thoreau's Walden, help to construct a notion not of literacy, but of being literate. The paper take…
Ventriloquising the Voice
Until we are capable of serious speech again--i.e., are re-born, are men '[speaking] in a waking moment, to men in their waking moment' (XVIII, 6) --our words do not carry our conviction, we cannot fully back them, because either we are careless of our convictions, or think we haven't any, or imagine they are inexpressible. They are merely unutterable (Cavell, 1981, p. 34)
Conversations
This article considers conversations in and about education. To focus the discussion, it uses the scenario of a conversation between a trainee teacher and her mentor reflecting together on a lesson that the trainee has just taught. I begin by outlining the notion of reflective practice as popularised by Donald Schön, and show how, in the scenario, the reflective practice conversation leads to talk characterised by recourse to particular dominant …
Satisfaction, settlement and exposition
In this paper, I consider the tutorial conversation in Higher Education. To focus the discussion I use the scenario of a tutorial conversation between a lecturer and a student. I begin by suggesting that the increasing emphasis placed on student satisfaction in certain Higher Education Institutions tends to focus the tutorial conversation towards a form of settlement that I then consider in light of Thoreau's Walden. To explore what other convers…
Higher Education, Collaboration and a New Economics
In this paper I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the 'collaborative commons'. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as 'pro-sumers'. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of cap…
The Hermit and The Poet
The notions of literacy and citizenship have become technologised through the demands for measurable learning outcomes and the reduction of these aspects of education to sets of skills and competences. Technologisation is understood here as the systematisation of an art, rather than as intending to understand technology itself in negative terms or to comment on the way technology is used in teaching and learning for literacy and citizenship. Tech…
Education
Refusal and disowning knowledge
This paper addresses both ‘student engagement’ in contemporary universities, and student ‘disengagement’ – where the latter is often seen as a failure of performance, or absence of will. In a bold move, the paper asks whether students should be engaged in their university education, and whether there is value in forms of disengagement. It shows what is at stake in our attunement with, and dissent from, criteria, and how such dissent can be educat…
A philosophical defence of the university lecture
As a host of published books, journal articles and opinion pieces attest, the university lecture is now distinctly out of step with contemporary Higher Education discourse. Academics across university disciplines confidently proclaim the format’s obsolescence, arguing that only inertia and familiarity could satisfactorily account for the lecture’s survival. We propose in this paper to offer a philosophical revisiting of this most maligned of peda…
Releasing education into the wild
This paper considers the recent growth in different kinds of learning outside the classroom, especially Forest Schools. It shows how the activities associated with Forest Schools often involve mainstream curriculum content delivered in outdoor settings, with a focus on developing skills and attitudes that can be utilised when back in the classroom. Drawing on the works of Henry David Thoreau and Anna (Nan) Shepherd, we suggest that there is an im…
The University as Troublemaker
This paper begins by considering the claims that in many ways, the university sector is in trouble, and that there are a variety of potential reasons for this state of affairs. Drawing on the etymological insights of the word ‘trouble’, the paper suggests that we can situate the university very differently: we can see it not as an institution in trouble, but rather as a place that troubles and that agitates the mind. It is a troublemaker. It argu…
Being universitas
This paper considers what is at stake in the idea of universitas – a community of masters and scholars – in the context of the shifting landscape of higher education engendered by the COVID-19 pandemic. Drawing on the philosophy of Gabriel Marcel, we consider what it means to be together in a university community. We draw a distinction between the idea of ‘functioning’ as universitas and ‘being’ universitas, arguing that, that while universities …
The university as sanctuary
Recent work at the confluence of Philosophy and Higher Education Studies has conceptualized the university as a place for belonging. The university, on this understanding, offers respite and refuge and familiarity; it is a place for insiders and outsiders to come together and to forge meaningful and lasting bonds. One of the interesting aspects about this body of scholarship is that its antithesis also exists. There is an equally compelling body …
Sociology (13 works) · Political science (9 works) · Pedagogy (8 works) · Epistemology (7 works) · Law (7 works) · Philosophy (7 works) · Law (6 works) · Philosophy (6 works) · Psychology (6 works) · Higher education (5 works)