Jane Essex
Biographic Data
| ID | 6155319 |
|---|---|
| NAME | Jane Essex |
| GIVEN NAMES | Jane |
| FAMILY NAME | Essex |
| SIGNATURE | ESSEX J |
| AFFILIATIONS | University of Strathclyde |
| ORCID | 0000-0002-9938-8134 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
What role can ‘public switching’ play in researching public perceptions of controversial issues
This short article reflects on 'public switching' as a methodology for research on public perspectives on potential responses to the climate crisis. There have been recent calls for early public engagement with potentially controversial science and technology. Such 'upstream' engagement is often conducted by those close to the science, presenting challenges associated with informing without advocating and deferral to scientists on non-scientific …
Teacher and youth priorities for education for environmental sustainability
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto‐making to identify young people's (aged 16–18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educ…
Understanding inclusion in teacher education – a view from student teachers in England
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to pra…
Teacher and youth priorities for education for environmental sustainability
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto‐making to identify young people's (aged 16–18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educ…
What role can ‘public switching’ play in researching public perceptions of controversial issues
This short article reflects on 'public switching' as a methodology for research on public perspectives on potential responses to the climate crisis. There have been recent calls for early public engagement with potentially controversial science and technology. Such 'upstream' engagement is often conducted by those close to the science, presenting challenges associated with informing without advocating and deferral to scientists on non-scientific …
Understanding inclusion in teacher education – a view from student teachers in England
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to pra…
Understanding inclusion in teacher education – a view from student teachers in England
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to pra…
Teacher and youth priorities for education for environmental sustainability
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto‐making to identify young people's (aged 16–18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educ…
What role can ‘public switching’ play in researching public perceptions of controversial issues
This short article reflects on 'public switching' as a methodology for research on public perspectives on potential responses to the climate crisis. There have been recent calls for early public engagement with potentially controversial science and technology. Such 'upstream' engagement is often conducted by those close to the science, presenting challenges associated with informing without advocating and deferral to scientists on non-scientific …
Sociology (3 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Public relations (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Social science (2 works) · Business (1 work) · Children's Rights and Participation (1 work)