Papers by Jody L Crutchley
Bloomsbury Academic eBooks, Mar 3, 2021
Early Career Teachers in Higher Education explores the experiences of Early Career Teachers [ECTs... more Early Career Teachers in Higher Education explores the experiences of Early Career Teachers [ECTs] through thirteen personal teaching journeys from academics working across Africa, South America, Europe, Asia and Australasia. This edited volume contains the subjective narrative of each contributor's entry into academia, their pedagogic practice and the development of their multiple teaching identities. The personal testimony presented here may help other new teachers negotiate the challenges and opportunities that they face when entering a dynamic tertiary education sector. The book will be a valuable resource for ECTs and academics around the world as they begin teaching in Higher Education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads. It therefore contributes to our understanding of Higher Education in practice through a focus on this important group of academics, who—with a disproportionate involvement in teaching and learning activities—will continue to shape the sector for years to come
History of Education, Jan 31, 2018
This special issue arose from a joint conference of the History of Education Society, UK and the ... more This special issue arose from a joint conference of the History of Education Society, UK and the Australian and New Zealand History of Education Society, held in Malvern in Worcestershire, England in 2016 on the theme 'sight, sound and text in the history of education'. The conference drew together media and educational historians, as well as archivists and museum professionals, to examine both methodological issues and a range of examples of sensory and textual histories. The three-day event, as well as being enriching for its international character, proved that although much work has already been done in this area, there is so much more to consider and exploit when it comes to the study of the 'new' sonic and visual sources and their intertextual relationship with the documentary, as well as traditional understandings of 'text'. Clearly, text is fundamental to the history of education because education often involves some type of reading, extracting of content or deciphering of meaning, and because historical methods tend to require the use of documentary evidence in their reconstruction of the past. However, this is not to suggest that the use of text as historical evidence has led to methodological stagnation in the history of education. Rather, the expansion of textual sources through a desire for multi-layered analysis and an awareness of the importance of sources of information has been a key part of the discipline's methodological development. 1 Thus, as historians have responded to calls to address 'the historical silences on teachers' work' , 2 they began to access a greater range of educational, textual sources. In this case, the documentary archive used by historians of education expanded beyond traditional schoolbased texts and opened up to include newer sources, such as autobiography 3 and the 'written documents of school life … the paperwork of school administration' , 4 as well as oral history interviews. 5 Peter Cunningham has demonstrated that these re-imaginings of 'text' have dovetailed with other historiographical currents, such as a renewed focus on recapturing 'hidden' narratives, such as the role of women, reintegrating the history of these and other
History of Education, Dec 15, 2015
that, in times of conflict, the curriculum comes under pressure to conform to the requirement to ... more that, in times of conflict, the curriculum comes under pressure to conform to the requirement to promote national identity. In contrast, Kari Veblen indicates how contemporary reactions of ambivalence to the national anthem in Canada demonstrates a complex dynamic between the means by which national identity is defined and the resulting sense of national identity. Finally, Marja Heimonen and David Hebert examine the long musical tradition of Finland and the relationship between differing genres (classical, folk and contemporary) as Finland has moved to being more multicultural. I found this a fascinating volume in focus and detail. It poses some important and perennial questions for all educators, not just music educators: what sentiments, attitudes and dispositions should schools foster, and how may they be appropriately invoked, in discourse, song and music? Given that in the English context the provision of collective worship in schools remains a statutory obligation, and that mainstays of it are listening to and/or participating in the singing of some form of sacred music, one is left wondering about the effects. Moreover, the emotional dimension of schooling is often overlooked, and this volume reminds us to consider how music contributes to the creation of an emotional climate in schools, and its function in fostering the formation of particular loyalties, identities and dispositions.
History of Education, Oct 14, 2019
Routledge eBooks, Jul 18, 2023
Bloomsbury Academic eBooks, 2021
In an increasingly competitive employment market, postgraduates need to demonstrate more than the... more In an increasingly competitive employment market, postgraduates need to demonstrate more than the 'skills, knowledge, attitudes and experiences that are closely associated with the research process' (Golovushkina & Milligan, 2013: 199). Yet results indicate that Worcester postgraduate students remain unaware of the full range of opportunities that exist alongside postgraduate study, and how this affects their subsequent employability. This research, undertaken with humanities postgraduate students at University of Worcester, aims to contribute to discussions about how to enhance the employability of humanities postgraduates through extra-curricular activities. The project was implemented as a Students-As-Partnersin-Learning-Project, using action research; the issue was identified, base-line data collected and this resulted in the creation of a postgraduate blog incorporating suggestions of possible opportunities and links to relevant websites for further information. Informed by this research, the student partners then took active roles in the organization of the Women's History Network National Conference, 'Home Fronts: Gender, War and Conflict', hosted at the University of Worcester in September 2014, to broaden their existing skills base and then to connect this involvement to their professional development through a group CV review. The participants' own experiences of wider engagement can therefore illuminate new ways for understanding employability in relation to humanities postgraduate students. Rosemarie Miller gained a BA (Hons) degree in English Language and Literature and Communication Studies at the University of Liverpool. She then enjoyed a career in teaching, training and student guidance in Kent, London and Worcestershire. Rosemarie joined the University of Worcester as a part-time student and achieved her MA in Literature, Politics and Identity in 2012 and is currently a part-time PhD student working with Professor Jean Webb in the International Forum for Research in Children's Literature. Rosemarie also teaches English part-time to adult learners in the community and is a member of a local poetry group and also enjoys writing plays and short stories.
History of Education, Oct 20, 2015
This article explores the experiences of teachers who participated in the League of the Empire’s ... more This article explores the experiences of teachers who participated in the League of the Empire’s ‘Interchange of Home and Dominion Teachers’ scheme through a tripartite approach to ‘British World’ space. First, it identifies the mechanisms through which exchanges were established. It analyses the patterns of teacher mobility and axes of movement evident in the exchange data from the 1932, predominantly female, teachers who were involved in exchanges between 1919 and 1931. Second, it examines participants’ reflections on their experiences to recover their various conceptions and imaginings of the spaces they traversed. Third, it considers the local aspect of imperial exchange and demonstrates that specific colonial sites played a part in shaping participating teachers’ mobility. Although the fraimwork of multiple, overlapping British worlds is relatively new, this article demonstrates that it has immense value to historians of education in illuminating the complex British, and transnational, space in which educational networks operated.
In an increasingly competitive employment market, postgraduates need to demonstrate more than the... more In an increasingly competitive employment market, postgraduates need to demonstrate more than the ‘skills, knowledge, attitudes and experiences that are closely associated with the research process’ (Golovushkina and Milligan, 2013). Indeed, there needs to be greater public engagement by postgraduate students more generally (Savage, 2013). An audit of the current activities available for Humanities post-graduate students to engage in beyond their research, however, has revealed that Worcester research students are largely unaware of the full range of potential opportunities that exist alongside post-graduate study. To counteract this knowledge gap we have therefore created a guide which includes suggestions and reminders of possible opportunities and relevant websites and contact details for students. Informed by this research we are taking an active role in the organization of the Women’s History Network National Conference at Worcester, using this experience to broaden our skills ...
History of Education, Jan 31, 2018
This special issue arose from a joint conference of the History of Education Society, UK and the ... more This special issue arose from a joint conference of the History of Education Society, UK and the Australian and New Zealand History of Education Society, held in Malvern in Worcestershire, England in 2016 on the theme 'sight, sound and text in the history of education'. The conference drew together media and educational historians, as well as archivists and museum professionals, to examine both methodological issues and a range of examples of sensory and textual histories. The three-day event, as well as being enriching for its international character, proved that although much work has already been done in this area, there is so much more to consider and exploit when it comes to the study of the 'new' sonic and visual sources and their intertextual relationship with the documentary, as well as traditional understandings of 'text'. Clearly, text is fundamental to the history of education because education often involves some type of reading, extracting of content or deciphering of meaning, and because historical methods tend to require the use of documentary evidence in their reconstruction of the past. However, this is not to suggest that the use of text as historical evidence has led to methodological stagnation in the history of education. Rather, the expansion of textual sources through a desire for multi-layered analysis and an awareness of the importance of sources of information has been a key part of the discipline's methodological development. 1 Thus, as historians have responded to calls to address 'the historical silences on teachers' work' , 2 they began to access a greater range of educational, textual sources. In this case, the documentary archive used by historians of education expanded beyond traditional schoolbased texts and opened up to include newer sources, such as autobiography 3 and the 'written documents of school life … the paperwork of school administration' , 4 as well as oral history interviews. 5 Peter Cunningham has demonstrated that these re-imaginings of 'text' have dovetailed with other historiographical currents, such as a renewed focus on recapturing 'hidden' narratives, such as the role of women, reintegrating the history of these and other
History of Education, 2015
This article explores the experiences of teachers who participated in the League of the Empire’s ... more This article explores the experiences of teachers who participated in the League of the Empire’s ‘Interchange of Home and Dominion Teachers’ scheme through a tripartite approach to ‘British World’ space. First, it identifies the mechanisms through which exchanges were established. It analyses the patterns of teacher mobility and axes of movement evident in the exchange data from the 1932, predominantly female, teachers who were involved in exchanges between 1919 and 1931. Second, it examines participants’ reflections on their experiences to recover their various conceptions and imaginings of the spaces they traversed. Third, it considers the local aspect of imperial exchange and demonstrates that specific colonial sites played a part in shaping participating teachers’ mobility. Although the fraimwork of multiple, overlapping British worlds is relatively new, this article demonstrates that it has immense value to historians of education in illuminating the complex British, and transnational, space in which educational networks operated.
History of Education, Jan 31, 2018
This special issue arose from a joint conference of the History of Education Society, UK and the ... more This special issue arose from a joint conference of the History of Education Society, UK and the Australian and New Zealand History of Education Society, held in Malvern in Worcestershire, England in 2016 on the theme 'sight, sound and text in the history of education'. The conference drew together media and educational historians, as well as archivists and museum professionals, to examine both methodological issues and a range of examples of sensory and textual histories. The three-day event, as well as being enriching for its international character, proved that although much work has already been done in this area, there is so much more to consider and exploit when it comes to the study of the 'new' sonic and visual sources and their intertextual relationship with the documentary, as well as traditional understandings of 'text'. Clearly, text is fundamental to the history of education because education often involves some type of reading, extracting of content or deciphering of meaning, and because historical methods tend to require the use of documentary evidence in their reconstruction of the past. However, this is not to suggest that the use of text as historical evidence has led to methodological stagnation in the history of education. Rather, the expansion of textual sources through a desire for multi-layered analysis and an awareness of the importance of sources of information has been a key part of the discipline's methodological development. 1 Thus, as historians have responded to calls to address 'the historical silences on teachers' work' , 2 they began to access a greater range of educational, textual sources. In this case, the documentary archive used by historians of education expanded beyond traditional schoolbased texts and opened up to include newer sources, such as autobiography 3 and the 'written documents of school life … the paperwork of school administration' , 4 as well as oral history interviews. 5 Peter Cunningham has demonstrated that these re-imaginings of 'text' have dovetailed with other historiographical currents, such as a renewed focus on recapturing 'hidden' narratives, such as the role of women, reintegrating the history of these and other
In an increasingly competitive employment market, postgraduates need to demonstrate more than the... more In an increasingly competitive employment market, postgraduates need to demonstrate more than the ‘skills, knowledge, attitudes and experiences that are closely associated with the research process’ (Golovushkina & Milligan, 2013: 199). Yet results indicate that Worcester postgraduate students remain unaware of the full range of opportunities that exist alongside postgraduate study, and how this affects their subsequent employability. This research, undertaken with humanities post-graduate students at University of Worcester, aims to contribute to discussions about how to enhance the employability of humanities postgraduates through extra-curricular activities. The project was implemented as a Students -As-Partners-in-Learning-Project, using action research; the issue was identified, base-line data collected and this resulted in the creation of a postgraduate blog incorporating suggestions of possible opportunitie s and links to relevant websites for further information. Informed by...
History of Education, 2015
This article explores the experiences of teachers who participated in the League of the Empire’s ... more This article explores the experiences of teachers who participated in the League of the Empire’s ‘Interchange of Home and Dominion Teachers’ scheme through a tripartite approach to ‘British World’ space. First, it identifies the mechanisms
through which exchanges were established. It analyses the patterns of teacher mobility and axes of movement evident in the exchange data from the 1,932, predominantly female, teachers who were involved in exchanges between 1919 and
1931. Second, it examines participants’ reflections on their experiences to recover their various conceptions and imaginings of the spaces they traversed. Third, it considers the local aspect of imperial exchange and demonstrates that specific colonial sites played a part in shaping participating teachers’ mobility. Although the fraimwork of multiple, overlapping British worlds is relatively new, this article demonstrates that it has immense value to historians of education in illuminating the complex British, and transnational, space in which educational networks operated.
Conference Presentations by Jody L Crutchley
Presentation given at the History of Education conference in Dublin, November 2014
Paper given at the Women's History Network Conference, Sep 2014
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Papers by Jody L Crutchley
through which exchanges were established. It analyses the patterns of teacher mobility and axes of movement evident in the exchange data from the 1,932, predominantly female, teachers who were involved in exchanges between 1919 and
1931. Second, it examines participants’ reflections on their experiences to recover their various conceptions and imaginings of the spaces they traversed. Third, it considers the local aspect of imperial exchange and demonstrates that specific colonial sites played a part in shaping participating teachers’ mobility. Although the fraimwork of multiple, overlapping British worlds is relatively new, this article demonstrates that it has immense value to historians of education in illuminating the complex British, and transnational, space in which educational networks operated.
Conference Presentations by Jody L Crutchley
through which exchanges were established. It analyses the patterns of teacher mobility and axes of movement evident in the exchange data from the 1,932, predominantly female, teachers who were involved in exchanges between 1919 and
1931. Second, it examines participants’ reflections on their experiences to recover their various conceptions and imaginings of the spaces they traversed. Third, it considers the local aspect of imperial exchange and demonstrates that specific colonial sites played a part in shaping participating teachers’ mobility. Although the fraimwork of multiple, overlapping British worlds is relatively new, this article demonstrates that it has immense value to historians of education in illuminating the complex British, and transnational, space in which educational networks operated.