Jayne Finlay
Biographic Data
| ID | 6154575 |
|---|---|
| NAME | Jayne Finlay |
| GIVEN NAMES | Jayne |
| FAMILY NAME | Finlay |
| SIGNATURE | FINLAY J |
| AFFILIATIONS | University of Sheffield Sheffield UK |
| ORCID | 0000-0002-4679-0365 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Creating space(s) for learning in prison
Learning in prison is too often excluded from wider discussions of educational experiences, processes and impact. This paper proposes, for the first time, an iterative andragogical framework to conceptualise learning spaces within prison contexts. The authors followed a shared reflective process, drawing on the principles of collaborative autoethnography to consider our collective experiences and insights as researchers and practitioners who have…
“Education cannot cease”
This paper reports the research findings from an online survey of parents of primary-age pupils in Northern Ireland during the COVID-19 pandemic. The aims of the study were to explore how parents supported their child/ren's home learning; to ascertain the communication, guidance and resources between home and school; and to learn from the experiences of parents to enable more effective practices to be established should similar circumstances aris…
It is changed beyond all recognition
The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu’s theory of social fields, in particular, his system of relations, as a means to consider the intersection of habitus and capital amongst assistants in special schools in Northern Ireland. U…
No prominent works on this page.
It is changed beyond all recognition
The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu’s theory of social fields, in particular, his system of relations, as a means to consider the intersection of habitus and capital amongst assistants in special schools in Northern Ireland. U…
“Education cannot cease”
This paper reports the research findings from an online survey of parents of primary-age pupils in Northern Ireland during the COVID-19 pandemic. The aims of the study were to explore how parents supported their child/ren's home learning; to ascertain the communication, guidance and resources between home and school; and to learn from the experiences of parents to enable more effective practices to be established should similar circumstances aris…
Creating space(s) for learning in prison
Learning in prison is too often excluded from wider discussions of educational experiences, processes and impact. This paper proposes, for the first time, an iterative andragogical framework to conceptualise learning spaces within prison contexts. The authors followed a shared reflective process, drawing on the principles of collaborative autoethnography to consider our collective experiences and insights as researchers and practitioners who have…
Parental Involvement in Education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Public relations (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Adult education (1 works) · Agency (philosophy) (1 works) · Andragogy (1 works)