Jonathan Glazzard
Datos Biográficos
| ID | 6507938 |
|---|---|
| NOMBRE | Jonathan Glazzard |
| NOMBRES | Jonathan |
| APELLIDO | Glazzard |
| FIRMA | GLAZZARD J |
| AFILIACIONES | Leeds Beckett University |
| ORCID | 0000-0002-6144-0013 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
The Experiences of LGBTQ+ Pre-Service and Qualified Teachers and Their Mental Health
Existing research highlights that Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) teachers are often exposed to additional stressors in schools which adversely affect their mental health. Some mitigate the effects of these stressors by separating their personal and professional identities while others choose to integrate their identities so that they can be authentic, advance social justice in school contexts or be visible and vocal role m…
Social Media and Mental Health in Schools
Including LGBTQ+ early career higher education staff
This discursive paper addresses the lack of recent robust research on the experiences of Lesbian, Gay, Bisexual, Trans, Queer or Questioning (LGBTQ+) Higher Education (HE) staff, particularly Early Career Academics in the UK. While efforts have focused on supporting LGBTQ+ students, scant attention has been given to the challenges faced by LGBTQ+ staff. Existing studies highlight issues such as harassment, avoidance, and job insecurity for LGBTQ+…
Reclaiming Initial Teacher Education in universities
Recent policy developments in England, particularly since 2021, have resulted in increased regulation and marketisation of Initial Teacher Training (ITT)/Initial Teacher Education (ITE). Although the origins of these developments go back much further than 2021, the current context in which ITE operates in England is, arguably, both challenging and unstable. Since 2010, the Government has increased the involvement of schools in ITE, creating an un…
Volatile learning environments
Education in prisons is intended to transform lives. It fulfils a major role in rehabilitation and is critical to ensuring that incarcerated people have the necessary knowledge and skills to lead meaningful, productive and economically active lives when they are released back into the community. However, there is substantial evidence that highlights the poor quality of education in prisons in the United Kingdom (UK), due to lack of ambition, narr…
Prison categorization policy in the United Kingdom
This opinion piece, drawing on the lived experiences of a life sentenced prisoner (first author), serves to highlight our concerns related to the HM Prison & Probation Service Security Categorization Policy Framework (HMPPS, 2024) in the United Kingdom (UK). The Framework creates unmanageable workload for prison staff, and it creates anxiety for prisoners. At a time when spending from the public purse is increasingly being scrutinized, this is an…
Tipping point
This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Wi…
Finding a way through the fog
This exploratory study reports on interviews carried out with 19 staff in UK schools during the early phase of the global Covid-19 pandemic. The focus of this qualitative study was to consider the impact of the pandemic on participants’ mental health and wellbeing, and to identify buffering mechanisms which may have mitigated against adverse effects. Participants were employed in a range of role types (including leaders, teachers and teaching ass…
Male pre-service teachers
This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5–11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their cour…
Supporting Young People’s Mental Health
This article provides an overview of the United Kingdom government’s strategy for children’s mental health in schools. Critique of the mental health policy document demonstrates that the government has adopted a clinical approach to resolving the mental health “crisis” among children and young people. We argue that a clinical solution, implemented in schools, is not based on robust evidence and that the policy reflects a medical model which posit…
Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools
This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and re…
I've got something to tell you. I'm dyslexic”
A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education
This paper argues that no single method of teaching children to read is superior to any other. Although research suggests that a systematic approach to phonics produces gains in word reading and spelling, there is no clear evidence that synthetic phonics is the most effective approach for supporting reading development. • We highlight the current policy allegiance to synthetic phonics in England. This approach is mandated in the teachers’ standar…
Transitions Into, and Through, Higher Education
This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualises transitions as complex, multiple and multi-dimensional rather than linear. The objectives of the study were to explore: the …
Tales From the Chalkface
Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were…
Sport management student as producer
In recent years there has been growing interest over the role of major sport events and the sports industry. The aftermath of 2008 global crisis exposed the myth of ‘end of history’ and raised several questions over the role of management and organisational practices and theories in all aspects of human activity, including sport. This article reviews the emergence of critical management studies (CMS) as a field within management and organisationa…
Male pre-service teachers
This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5–11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their cour…
Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools
This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and re…
I've got something to tell you. I'm dyslexic”
Tales From the Chalkface
Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were…
Sport management student as producer
In recent years there has been growing interest over the role of major sport events and the sports industry. The aftermath of 2008 global crisis exposed the myth of ‘end of history’ and raised several questions over the role of management and organisational practices and theories in all aspects of human activity, including sport. This article reviews the emergence of critical management studies (CMS) as a field within management and organisationa…
Sport management student as producer
In recent years there has been growing interest over the role of major sport events and the sports industry. The aftermath of 2008 global crisis exposed the myth of ‘end of history’ and raised several questions over the role of management and organisational practices and theories in all aspects of human activity, including sport. This article reviews the emergence of critical management studies (CMS) as a field within management and organisationa…
A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education
This paper argues that no single method of teaching children to read is superior to any other. Although research suggests that a systematic approach to phonics produces gains in word reading and spelling, there is no clear evidence that synthetic phonics is the most effective approach for supporting reading development. • We highlight the current policy allegiance to synthetic phonics in England. This approach is mandated in the teachers’ standar…
Transitions Into, and Through, Higher Education
This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualises transitions as complex, multiple and multi-dimensional rather than linear. The objectives of the study were to explore: the …
Tales From the Chalkface
Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were…
Supporting Young People’s Mental Health
This article provides an overview of the United Kingdom government’s strategy for children’s mental health in schools. Critique of the mental health policy document demonstrates that the government has adopted a clinical approach to resolving the mental health “crisis” among children and young people. We argue that a clinical solution, implemented in schools, is not based on robust evidence and that the policy reflects a medical model which posit…
Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools
This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and re…
I've got something to tell you. I'm dyslexic”
Tipping point
This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Wi…
Finding a way through the fog
This exploratory study reports on interviews carried out with 19 staff in UK schools during the early phase of the global Covid-19 pandemic. The focus of this qualitative study was to consider the impact of the pandemic on participants’ mental health and wellbeing, and to identify buffering mechanisms which may have mitigated against adverse effects. Participants were employed in a range of role types (including leaders, teachers and teaching ass…
Male pre-service teachers
This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were training to teach children aged 5–11 years were recruited. Interviews took place pre-and-post their seven-week practicum within primary schools, relating to their experiences of masculinity within their cour…
Social Media and Mental Health in Schools
Including LGBTQ+ early career higher education staff
This discursive paper addresses the lack of recent robust research on the experiences of Lesbian, Gay, Bisexual, Trans, Queer or Questioning (LGBTQ+) Higher Education (HE) staff, particularly Early Career Academics in the UK. While efforts have focused on supporting LGBTQ+ students, scant attention has been given to the challenges faced by LGBTQ+ staff. Existing studies highlight issues such as harassment, avoidance, and job insecurity for LGBTQ+…
Reclaiming Initial Teacher Education in universities
Recent policy developments in England, particularly since 2021, have resulted in increased regulation and marketisation of Initial Teacher Training (ITT)/Initial Teacher Education (ITE). Although the origins of these developments go back much further than 2021, the current context in which ITE operates in England is, arguably, both challenging and unstable. Since 2010, the Government has increased the involvement of schools in ITE, creating an un…
Volatile learning environments
Education in prisons is intended to transform lives. It fulfils a major role in rehabilitation and is critical to ensuring that incarcerated people have the necessary knowledge and skills to lead meaningful, productive and economically active lives when they are released back into the community. However, there is substantial evidence that highlights the poor quality of education in prisons in the United Kingdom (UK), due to lack of ambition, narr…
Prison categorization policy in the United Kingdom
This opinion piece, drawing on the lived experiences of a life sentenced prisoner (first author), serves to highlight our concerns related to the HM Prison & Probation Service Security Categorization Policy Framework (HMPPS, 2024) in the United Kingdom (UK). The Framework creates unmanageable workload for prison staff, and it creates anxiety for prisoners. At a time when spending from the public purse is increasingly being scrutinized, this is an…
The Experiences of LGBTQ+ Pre-Service and Qualified Teachers and Their Mental Health
Existing research highlights that Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) teachers are often exposed to additional stressors in schools which adversely affect their mental health. Some mitigate the effects of these stressors by separating their personal and professional identities while others choose to integrate their identities so that they can be authentic, advance social justice in school contexts or be visible and vocal role m…
Psychology (13 obras) · Political science (11 obras) · Sociology (11 obras) · Pedagogy (10 obras) · Gender Studies (7 obras) · LGBTQ Health, Identity, and Policy (5 obras) · Public relations (5 obras) · Higher education (4 obras) · Mathematics education (4 obras) · Medicine (4 obras)