Janet Orchard
Dados Biográficos
| ID | 1148367 |
|---|---|
| NOME | Janet Orchard |
| PRENOMES | Janet |
| SOBRENOME | Orchard |
| ASSINATURA | ORCHARD J |
| AFILIAÇÕES | University of Bristol |
| ORCID | 0000-0002-5537-7193 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Positioning teachers in climate change education
This study examines how prospective teachers in Hong Kong ( N = 13) position themselves within climate change education through ‘Global Dialogue for Climate Change Education’, a cross‐institutional teacher education programme facilitating online global dialogues between Hong Kong and the UK. Emphasising a Global South perspective – characterised by a collective focus on equity, inclusivity and the impact of historical injustices – this study empl…
‘Owning’ climate change for moral education
It is widely acknowledged that anthropogenic climate change is already having severe adverse effects on our planet and poses an existential threat to many species, including our own. National curricula and schools and other formal educational settings have been slow to address the issue of climate change, despite the deep traction that it has with many young people. This paper introduces the papers in a Special Issue that arose from a four-day re…
Teaching as rooted cosmopolitans
The concept of cosmopolitanism has been the subject of philosophical debate as to whether a commitment to it requires the shedding of particularist attachments (such as attachments to a national or group identity, or their accompanying convictions), or whether such particularist commitments might enhance a cosmopolitan orientation. This article brings these debates to bear on the internationalization of higher education, particularly in relation …
Why Global Philosophical Perspectives on Teacher Education Matter Introduction To Beyond Epistemic Bubbles and Echo Chambers
Gaza
Nuraan DavidsStellenbosch UniversityI don’t think we need to wait for history to tell us what we already know about Gaza. No amount of legal debates on the plausibility of its genocide status, can
The Case for Shared Religious Education
This paper conceptualises 'shared religious education' as a way for religious educators to reflect on how their subject might respond to a global need for cooperation and mutual understanding. In the context of migration, climate crisis and violent conflict, European societies are increasingly plural, yet subject to processes of individualization and competition which undermine people's ability to cooperate and share across their respective cultu…
Bracing Ourselves
We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Depar…
Reframing curriculum for religious education
This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by …
Pursuing rational public defence’
The question of the role of theory in initial teacher education was one that interested Paul Hirst throughout his long and distinguished academic career. When the story of teacher education in England is told by philosophers of education and, crucially, by teacher educators, we are reminded of Hirst’s contribution in two significant respects, as someone who not only taught teachers but also commented on the aim, purpose, and structure of teacher …
Moral education and the challenge of pre-service professional formation for teachers
As teaching, irrespective of its geographical location involves personal relationships, all teachers are in some sense moral educators through the ‘hidden curriculum’, or learning which takes place through the process of being educated. However, teacher education (TE) in many parts of the world is increasingly preoccupied with content and academic attainment for its own sake, rendering it insufficiently attentive to those fundamentally human conc…
Knowledge exchange, intergroup relations and ‘sharing space’
We present a distinctive approach to knowledge exchange used in the ‘Shared Space’ project; an inter-disciplinary researcher–teacher partnership using Allport’s contact theory contact theory as a lens to interpret teachers’ self-reported practice in the subject Religion and Worldviews (RWE). By so doing, we created new professional knowledge and understanding of how RWE could be used as a vehicle for promoting community relations. At the project’…
Consolidating pre-service teachers’ metacognition of online dialogue through visual methods
Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-…
Philosophy of education in a new key
This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational q…
Collective writing
Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical doubt. Introspective knowledge is also often held to be more immediate or direct than sensory knowledge. Both of these putative features of introspection have been cited in support of the idea that introspective knowledge can serve as a ground or foundatio…
Philosophy of education in a new key
Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co
Promoting positive community relations
In this article we considered the relevance of specific claims that ‘multi-faith’ approaches to Religious Education (RE) play a role in promoting good community relations. In doing so, we adopted a social-psychological perspective where engaging in positive and meaningful interactions with diverse others reduces prejudice. Survey responses from 92 RE teachers across the UK were examined to determine the extent to which strategies for promoting po…
Philosophy for Teachers (P4T) – developing new teachers’ applied ethical decision-making
Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in cl…
The contribution of educational research to teachers’ professional learning
In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In c…
Does religious education promote good community relations
The aims of religious education (RE) as a curriculum subject are contested and under constant review. One particular aim widely promoted by policymakers, practitioners and other stakeholders is that RE distinctively among curriculum subjects, prepares future citizens for life in a religiously and culturally diverse society. I support the view that publicly-funded schooling should prepare young people for religious and cultural diversity as an aim…
The Future of Teacher Education
Conceptions of teaching quality and teacher accountability, and the values and assumptions that underpin them, are relatively under-examined by policy makers. We suggest ways in which philosophers might address this deficit, with reference to policy concerns found in the United Kingdom (UK). Further philosophical questions are generated by this process of reflection and we offer a partial analysis of those we judge to be of particular significanc…
Making Sense of Education-for Whom
David Carr, 2003, London, RoutledgeFalmer. Pp. xiii + 294. Hbk. £60.00 and Pbk £18.99. A book that ‘aims to make philosophy of education relevant to the professional practice of teachers and student teachers, as well as of interest to those studying education as an academic subject’ deserves to be reviewed from more than one perspective. Hence the form of this review: by a teacher of philosophy of education, and by a school teacher who is also pu…
Will the Real Superhero Stand Up? A Critical Review of the National Standards for Headteachers in England
The National Standards for Headteachers (DfEE, 2000) provides the first authoritative statement about the role of the headteacher in English schools. It represents an important element in the drive to improve school leadership by formalizing expectations and improving the criteria for training programmes. The skills needed by headteachers are clearly identified but the expectations of one individual are unrealistic. The personal qualities require…
Philosophy of education in a new key
Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co
Philosophy of education in a new key
This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational q…
Gaza
Nuraan DavidsStellenbosch UniversityI don’t think we need to wait for history to tell us what we already know about Gaza. No amount of legal debates on the plausibility of its genocide status, can
Will the Real Superhero Stand Up? A Critical Review of the National Standards for Headteachers in England
The National Standards for Headteachers (DfEE, 2000) provides the first authoritative statement about the role of the headteacher in English schools. It represents an important element in the drive to improve school leadership by formalizing expectations and improving the criteria for training programmes. The skills needed by headteachers are clearly identified but the expectations of one individual are unrealistic. The personal qualities require…
Making Sense of Education-for Whom
David Carr, 2003, London, RoutledgeFalmer. Pp. xiii + 294. Hbk. £60.00 and Pbk £18.99. A book that ‘aims to make philosophy of education relevant to the professional practice of teachers and student teachers, as well as of interest to those studying education as an academic subject’ deserves to be reviewed from more than one perspective. Hence the form of this review: by a teacher of philosophy of education, and by a school teacher who is also pu…
The Future of Teacher Education
Conceptions of teaching quality and teacher accountability, and the values and assumptions that underpin them, are relatively under-examined by policy makers. We suggest ways in which philosophers might address this deficit, with reference to policy concerns found in the United Kingdom (UK). Further philosophical questions are generated by this process of reflection and we offer a partial analysis of those we judge to be of particular significanc…
The contribution of educational research to teachers’ professional learning
In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In c…
Does religious education promote good community relations
The aims of religious education (RE) as a curriculum subject are contested and under constant review. One particular aim widely promoted by policymakers, practitioners and other stakeholders is that RE distinctively among curriculum subjects, prepares future citizens for life in a religiously and culturally diverse society. I support the view that publicly-funded schooling should prepare young people for religious and cultural diversity as an aim…
Philosophy for Teachers (P4T) – developing new teachers’ applied ethical decision-making
Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in cl…
Promoting positive community relations
In this article we considered the relevance of specific claims that ‘multi-faith’ approaches to Religious Education (RE) play a role in promoting good community relations. In doing so, we adopted a social-psychological perspective where engaging in positive and meaningful interactions with diverse others reduces prejudice. Survey responses from 92 RE teachers across the UK were examined to determine the extent to which strategies for promoting po…
Consolidating pre-service teachers’ metacognition of online dialogue through visual methods
Visual methods are effective in facilitating human learning while metacognition is a critical aspect of the learning process. In this context, the purpose of this study is to explore the metacognition of pre-service teachers in response to their participation in a series of visual reflections after an online dialogue on the topic of inclusive education. A global online platform was used to facilitate dialogue in three discussion sessions of real-…
Philosophy of education in a new key
This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational q…
Collective writing
Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical doubt. Introspective knowledge is also often held to be more immediate or direct than sensory knowledge. Both of these putative features of introspection have been cited in support of the idea that introspective knowledge can serve as a ground or foundatio…
Philosophy of education in a new key
Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co
Moral education and the challenge of pre-service professional formation for teachers
As teaching, irrespective of its geographical location involves personal relationships, all teachers are in some sense moral educators through the ‘hidden curriculum’, or learning which takes place through the process of being educated. However, teacher education (TE) in many parts of the world is increasingly preoccupied with content and academic attainment for its own sake, rendering it insufficiently attentive to those fundamentally human conc…
Knowledge exchange, intergroup relations and ‘sharing space’
We present a distinctive approach to knowledge exchange used in the ‘Shared Space’ project; an inter-disciplinary researcher–teacher partnership using Allport’s contact theory contact theory as a lens to interpret teachers’ self-reported practice in the subject Religion and Worldviews (RWE). By so doing, we created new professional knowledge and understanding of how RWE could be used as a vehicle for promoting community relations. At the project’…
Reframing curriculum for religious education
This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by …
Pursuing rational public defence’
The question of the role of theory in initial teacher education was one that interested Paul Hirst throughout his long and distinguished academic career. When the story of teacher education in England is told by philosophers of education and, crucially, by teacher educators, we are reminded of Hirst’s contribution in two significant respects, as someone who not only taught teachers but also commented on the aim, purpose, and structure of teacher …
Bracing Ourselves
We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Depar…
‘Owning’ climate change for moral education
It is widely acknowledged that anthropogenic climate change is already having severe adverse effects on our planet and poses an existential threat to many species, including our own. National curricula and schools and other formal educational settings have been slow to address the issue of climate change, despite the deep traction that it has with many young people. This paper introduces the papers in a Special Issue that arose from a four-day re…
Teaching as rooted cosmopolitans
The concept of cosmopolitanism has been the subject of philosophical debate as to whether a commitment to it requires the shedding of particularist attachments (such as attachments to a national or group identity, or their accompanying convictions), or whether such particularist commitments might enhance a cosmopolitan orientation. This article brings these debates to bear on the internationalization of higher education, particularly in relation …
Why Global Philosophical Perspectives on Teacher Education Matter Introduction To Beyond Epistemic Bubbles and Echo Chambers
Gaza
Nuraan DavidsStellenbosch UniversityI don’t think we need to wait for history to tell us what we already know about Gaza. No amount of legal debates on the plausibility of its genocide status, can
The Case for Shared Religious Education
This paper conceptualises 'shared religious education' as a way for religious educators to reflect on how their subject might respond to a global need for cooperation and mutual understanding. In the context of migration, climate crisis and violent conflict, European societies are increasingly plural, yet subject to processes of individualization and competition which undermine people's ability to cooperate and share across their respective cultu…
Positioning teachers in climate change education
This study examines how prospective teachers in Hong Kong ( N = 13) position themselves within climate change education through ‘Global Dialogue for Climate Change Education’, a cross‐institutional teacher education programme facilitating online global dialogues between Hong Kong and the UK. Emphasising a Global South perspective – characterised by a collective focus on equity, inclusivity and the impact of historical injustices – this study empl…
Pedagogy (19 obras) · Sociology (19 obras) · Political science (16 obras) · Epistemology (12 obras) · Psychology (11 obras) · Higher education (9 obras) · Law (8 obras) · Philosophy of education (8 obras) · Mathematics education (7 obras) · Philosophy (7 obras)