Robert Lawy
Dados Biográficos
| ID | 757191 |
|---|---|
| NOME | Robert Lawy |
| PRENOMES | Robert |
| SOBRENOME | Lawy |
| ASSINATURA | LAWY R |
| AFILIAÇÕES | University of Exeter |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 56 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2014 |
| ÍNDICE H | 3 |
Education beyond socialisation
This article is concerned with a dimension of young people's civic education beyond socialisation that is neither confined to the sphere of political decision-making, nor to the achievement of a particular civic identity. The two case studies emphasise the role and importance of significant others and of democratic and non-democratic relationships, engagements and practices in the everyday lives of the young people. Whilst schools have a duty to …
Beyond compliance
In the last ten years teacher education in the further education (FE) sector has witnessed a substantial reform of teacher training with the introduction of qualifications designed to meet the professional needs of people in different teaching or training situations across the sector. The assumption of the new system is that workforce issues and problems can be resolved through the regulation and control of teacher performance using documented ‘s…
Responding to the ‘needs’ of young people in jobs without training (JWT)
In this paper we draw upon our findings from a project in the South West region of England. The research involved a collaboration between a group of university researchers and Connexions service personal advisers and mainly comprised interviews with young people, who were in ‘jobs without training’ (JWT). A key aim of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people over a period of…
The art of democracy’
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather,…
Understanding young people's citizenship learning in everyday life
In this article we present insights from research which has sought to deepen understanding of the ways in which young people (aged 13—21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that…
The myth of meeting needs revisited
Our primary objective in this paper is revisit a debate that was articulated 25 years ago in this journal in which it was argued that the idea of meeting needs in adult and continuing education is a myth. We extend the original analysis of need and apply it to the case of educational research. We look at the policy context, which has, in the intervening period, increasingly reflected the neo‐liberal emphasis upon accountability and measurement. T…
Listening to ‘the thick bunch’
Young people in jobs without training are ubiquitous but invisible, working in shops, cafes, and other low‐waged, low‐status occupations. Commonly elided with young people who are not in education, employment or training, they are positioned as the ‘thick bunch’ with empty and meaningless working lives. The main purpose of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people through a d…
From teaching citizenship to learning democracy
In this article we argue for a shift in educational research, policy and practice away from teaching citizenship to an understanding of the ways young people learn democracy. In the first part of the article we identify the ways in which the discussion about citizenship in Britain has developed since the Second World War and show how a comprehensive understanding of citizenship, which has underpinned much recent thinking about citizenship educati…
Connective learning
In this paper I begin by outlining the key characteristics of a view of learning that has been pre‐eminent in the past 30 years in the United Kingdom. The focus of this discourse has been less upon understanding the processes and practices of learning as a complex process and more upon improving the efficiency and effectiveness of the curriculum and of teaching to meet taken‐for‐granted needs. Making use of two case studies, I exemplify a connect…
Citizenship-as-Practice
Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with ‘outcome’ rather than with ‘process’– with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and betwee…
Transformation of Person, Identity and Understanding
The notion of identity is commonly utilised by individuals as a shorthand, both to describe themselves and other individuals or groups of people. While I show that descriptive uses of identity are valuable for explanatory purposes, they are of limited use in elucidating the tranformational relation between social and structural change and individual personhood through which young people come to understand themselves and the world around them. Foc…
Risky Stories
Over the last few years, risk has emerged as a defining feature of contemporary life. While considerable emphasis has been placed upon assessing the effects and consequences of risk in local and global contexts, there is a paucity of research concerned with individual and everyday risk understanding and construction, and with their links with learning and identity. Focusing upon the case studies of two young people as they moved into and through …
Is Jimmy Really so Different? Learning and making-meaning in work and non-work contexts
In this paper I use a single case-study to map the transition of a young person as he moved from school into work. My purpose is to illuminate the shape and character of his learning in work and its relation to education. Not only do I authenticate the social and situated composition of his learning, but show that this was grounded as a continuing accomplishment in his unfolding experience. Out of school, Jimmy did not cease to be a learner. Inde…
Citizenship-as-Practice
Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with ‘outcome’ rather than with ‘process’– with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and betwee…
The art of democracy’
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather,…
Risky Stories
Over the last few years, risk has emerged as a defining feature of contemporary life. While considerable emphasis has been placed upon assessing the effects and consequences of risk in local and global contexts, there is a paucity of research concerned with individual and everyday risk understanding and construction, and with their links with learning and identity. Focusing upon the case studies of two young people as they moved into and through …
Transformation of Person, Identity and Understanding
The notion of identity is commonly utilised by individuals as a shorthand, both to describe themselves and other individuals or groups of people. While I show that descriptive uses of identity are valuable for explanatory purposes, they are of limited use in elucidating the tranformational relation between social and structural change and individual personhood through which young people come to understand themselves and the world around them. Foc…
Connective learning
In this paper I begin by outlining the key characteristics of a view of learning that has been pre‐eminent in the past 30 years in the United Kingdom. The focus of this discourse has been less upon understanding the processes and practices of learning as a complex process and more upon improving the efficiency and effectiveness of the curriculum and of teaching to meet taken‐for‐granted needs. Making use of two case studies, I exemplify a connect…
Responding to the ‘needs’ of young people in jobs without training (JWT)
In this paper we draw upon our findings from a project in the South West region of England. The research involved a collaboration between a group of university researchers and Connexions service personal advisers and mainly comprised interviews with young people, who were in ‘jobs without training’ (JWT). A key aim of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people over a period of…
The myth of meeting needs revisited
Our primary objective in this paper is revisit a debate that was articulated 25 years ago in this journal in which it was argued that the idea of meeting needs in adult and continuing education is a myth. We extend the original analysis of need and apply it to the case of educational research. We look at the policy context, which has, in the intervening period, increasingly reflected the neo‐liberal emphasis upon accountability and measurement. T…
Listening to ‘the thick bunch’
Young people in jobs without training are ubiquitous but invisible, working in shops, cafes, and other low‐waged, low‐status occupations. Commonly elided with young people who are not in education, employment or training, they are positioned as the ‘thick bunch’ with empty and meaningless working lives. The main purpose of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people through a d…
Is Jimmy Really so Different? Learning and making-meaning in work and non-work contexts
In this paper I use a single case-study to map the transition of a young person as he moved from school into work. My purpose is to illuminate the shape and character of his learning in work and its relation to education. Not only do I authenticate the social and situated composition of his learning, but show that this was grounded as a continuing accomplishment in his unfolding experience. Out of school, Jimmy did not cease to be a learner. Inde…
Is Jimmy Really so Different? Learning and making-meaning in work and non-work contexts
In this paper I use a single case-study to map the transition of a young person as he moved from school into work. My purpose is to illuminate the shape and character of his learning in work and its relation to education. Not only do I authenticate the social and situated composition of his learning, but show that this was grounded as a continuing accomplishment in his unfolding experience. Out of school, Jimmy did not cease to be a learner. Inde…
Risky Stories
Over the last few years, risk has emerged as a defining feature of contemporary life. While considerable emphasis has been placed upon assessing the effects and consequences of risk in local and global contexts, there is a paucity of research concerned with individual and everyday risk understanding and construction, and with their links with learning and identity. Focusing upon the case studies of two young people as they moved into and through …
Transformation of Person, Identity and Understanding
The notion of identity is commonly utilised by individuals as a shorthand, both to describe themselves and other individuals or groups of people. While I show that descriptive uses of identity are valuable for explanatory purposes, they are of limited use in elucidating the tranformational relation between social and structural change and individual personhood through which young people come to understand themselves and the world around them. Foc…
From teaching citizenship to learning democracy
In this article we argue for a shift in educational research, policy and practice away from teaching citizenship to an understanding of the ways young people learn democracy. In the first part of the article we identify the ways in which the discussion about citizenship in Britain has developed since the Second World War and show how a comprehensive understanding of citizenship, which has underpinned much recent thinking about citizenship educati…
Connective learning
In this paper I begin by outlining the key characteristics of a view of learning that has been pre‐eminent in the past 30 years in the United Kingdom. The focus of this discourse has been less upon understanding the processes and practices of learning as a complex process and more upon improving the efficiency and effectiveness of the curriculum and of teaching to meet taken‐for‐granted needs. Making use of two case studies, I exemplify a connect…
Citizenship-as-Practice
Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with ‘outcome’ rather than with ‘process’– with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and betwee…
Understanding young people's citizenship learning in everyday life
In this article we present insights from research which has sought to deepen understanding of the ways in which young people (aged 13—21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that…
The myth of meeting needs revisited
Our primary objective in this paper is revisit a debate that was articulated 25 years ago in this journal in which it was argued that the idea of meeting needs in adult and continuing education is a myth. We extend the original analysis of need and apply it to the case of educational research. We look at the policy context, which has, in the intervening period, increasingly reflected the neo‐liberal emphasis upon accountability and measurement. T…
Listening to ‘the thick bunch’
Young people in jobs without training are ubiquitous but invisible, working in shops, cafes, and other low‐waged, low‐status occupations. Commonly elided with young people who are not in education, employment or training, they are positioned as the ‘thick bunch’ with empty and meaningless working lives. The main purpose of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people through a d…
Responding to the ‘needs’ of young people in jobs without training (JWT)
In this paper we draw upon our findings from a project in the South West region of England. The research involved a collaboration between a group of university researchers and Connexions service personal advisers and mainly comprised interviews with young people, who were in ‘jobs without training’ (JWT). A key aim of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people over a period of…
The art of democracy’
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather,…
Beyond compliance
In the last ten years teacher education in the further education (FE) sector has witnessed a substantial reform of teacher training with the introduction of qualifications designed to meet the professional needs of people in different teaching or training situations across the sector. The assumption of the new system is that workforce issues and problems can be resolved through the regulation and control of teacher performance using documented ‘s…
Education beyond socialisation
This article is concerned with a dimension of young people's civic education beyond socialisation that is neither confined to the sphere of political decision-making, nor to the achievement of a particular civic identity. The two case studies emphasise the role and importance of significant others and of democratic and non-democratic relationships, engagements and practices in the everyday lives of the young people. Whilst schools have a duty to …
Sociology (12 obras) · Political science (9 obras) · Epistemology (8 obras) · Law (8 obras) · Pedagogy (8 obras) · Politics (6 obras) · Psychology (6 obras) · Aesthetics (5 obras) · Democracy (4 obras) · Global Educational Policies and Reforms (4 obras)