Jenny Byrne
Biographic Data
| ID | 6328074 |
|---|---|
| NAME | Jenny Byrne |
| GIVEN NAMES | Jenny |
| FAMILY NAME | Byrne |
| SIGNATURE | BYRNE J |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0002-6969-5539 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Autobiographical Experience and Relative Deprivation
This article is concerned, in terms of relative deprivation, with the diminution of the middle-class style of life in Britain during the six years after the Second World War. The classic work by the eminent sociologist W. G. Runciman, Relative Deprivation and Social Justice: A Study of Attitudes to Social Inequality in Twentieth-Century England (1972), lends itself well to the theorisation of such an analysis. A useful contextual examination of t…
Reframing teacher education in England
Bildung has a long tradition in continental European education but in England it is less well known and is underused to theorise about education. In this paper the German concept of Bildung is applied to pre-service teacher education in England where teacher education has become increasingly dominated by instrumental and technicist approaches that encroach on the development of professional values and educational wisdom. Nevertheless, criticisms …
Teachers as health promoters
Making Pies’—A Way of Exploring Pupils’ Views on Curriculum Innovation
This article examines the use of focus groups (FGs) as a way of gathering pupils’ views on the implementation of new curricula. We provide illustrations of creative activities, which were especially designed for a case‐study research project exploring the views of 11‐year‐old pupils in English schools adopting an innovative approach to the Year 7 curriculum. We argue that combining FGs with creative methods encourages pupils to take an active rol…
VAK or VAK‐uous? Towards the trivialisation of learning and the death of scholarship
Developments within education, psychology and the neurosciences have shed a great deal of light on how we learn while, at the same time, confirming for us all that learning is a profoundly complex process and far from understood. Against this background, and in this position article, we consider the recent rise in interest in the concept of learning styles as VAK (visual, auditory, kinaesthetic) in primary schools in England and Wales and begin t…
VAK or VAK‐uous? Towards the trivialisation of learning and the death of scholarship
Developments within education, psychology and the neurosciences have shed a great deal of light on how we learn while, at the same time, confirming for us all that learning is a profoundly complex process and far from understood. Against this background, and in this position article, we consider the recent rise in interest in the concept of learning styles as VAK (visual, auditory, kinaesthetic) in primary schools in England and Wales and begin t…
VAK or VAK‐uous? Towards the trivialisation of learning and the death of scholarship
Developments within education, psychology and the neurosciences have shed a great deal of light on how we learn while, at the same time, confirming for us all that learning is a profoundly complex process and far from understood. Against this background, and in this position article, we consider the recent rise in interest in the concept of learning styles as VAK (visual, auditory, kinaesthetic) in primary schools in England and Wales and begin t…
Making Pies’—A Way of Exploring Pupils’ Views on Curriculum Innovation
This article examines the use of focus groups (FGs) as a way of gathering pupils’ views on the implementation of new curricula. We provide illustrations of creative activities, which were especially designed for a case‐study research project exploring the views of 11‐year‐old pupils in English schools adopting an innovative approach to the Year 7 curriculum. We argue that combining FGs with creative methods encourages pupils to take an active rol…
Teachers as health promoters
Reframing teacher education in England
Bildung has a long tradition in continental European education but in England it is less well known and is underused to theorise about education. In this paper the German concept of Bildung is applied to pre-service teacher education in England where teacher education has become increasingly dominated by instrumental and technicist approaches that encroach on the development of professional values and educational wisdom. Nevertheless, criticisms …
Autobiographical Experience and Relative Deprivation
This article is concerned, in terms of relative deprivation, with the diminution of the middle-class style of life in Britain during the six years after the Second World War. The classic work by the eminent sociologist W. G. Runciman, Relative Deprivation and Social Justice: A Study of Attitudes to Social Inequality in Twentieth-Century England (1972), lends itself well to the theorisation of such an analysis. A useful contextual examination of t…
Psychology (4 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Early Childhood Education and Development (2 works) · Law (2 works) · Affect (linguistics (1 work) · Anxiety (1 work) · Archaeology (1 work) · Assertion (1 work)