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Class, Opportunity and the Lesser Minds Problem; A Ragged University Response

What follows is an annotated and extended version of a paper which was accepted for publication in PRISM journal. PRISM is a peer-reviewed, open-access journal that fosters innovative approaches to progressing critical thinking in all areas of teaching and learning. You can find the edition in which this paper is published by following THIS LINK. Read more

Ragged University As An Agnostic, Open, Space For Discussion

Ragged University is not about an organisation presiding over who gets to share or discuss ideas but much more a social enquiry into our means of learning. The notion that as an organised practice ‘Ragged University events’ are setting up people as authorities on subjects is a misapprehension of what is happening – events are situations where people have come together to share what they have invested their time in. Read more

Methodologies of Participation: Shared Anthropology, Corporate Parenting and Care Experience by John Morrison Part Two

This continues the presentation given by John Morrison exploring ‘Methodologies of Participation: Shared Anthropology, Corporate Parenting and Care Experience’. The first part contained an introduction to some of the themes and ideas which John explores and follows how he has laid out his PhD focusing on the participatory approach of Jean Rouch in Shared Anthropology.

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Methodologies of Participation: Shared Anthropology, Corporate Parenting and Care Experience by John Morrison Part One

This post includes an introduction, an audio recording and a transcript of John Morrison talking through the ideas he is bringing together in his PhD which involve shared anthropology and ethnofiction.  In particular he is interested to explore how these methodologies and techniques might be helpful in creating participatory circumstances for people with care experience to formulate the policy which informs what is being discussed as ‘corporate parenting’. Read more

Biases In Psychology Which Affect How People’s Intellectual Contribution Is Valued; Behavioural Reactions to Dissonance and Confirmation Bias

This is the final part of three essays examining how people can be dehumanised through everyday mechanisms of perception.  The first part examined Prejudicial and Biased Reasoning as Illogical and Irrational; and the second part explored Implicit and Explicit Bias. In the third part we will examine Behavioural Reactions to Dissonance and Confirmation Bias.

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Biases In Psychology Which Affect How People’s Intellectual Contribution Is Valued; Prejudicial and Biased Reasoning as Illogical and Irrational

This is the first of three essays examining biases which affect how people are valued.  The second part focuses on Implicit and Explicit Bias which commonly manifest in forms of racism.  As a foundation to understanding why some people are listened to and valued, and why others are ignored and ‘un-valued’ [Dunedin, 2017], I have been scouring the field of psychology dedicated to studying the processes of dehumanisation. Read more

The Porous University Symposium: “Der Fachidiot”; The Paratechnic in the Monotechnic by Neil Mullholland

The Porous University symposium was a collection of people in education brought together in the University of the Highlands and Islands during May 2017. The symposium was based on a series of provokations given by the various contributors interspersed with a series of conversations about what a porous university might mean or might look like in practice.

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The Excluded Voices of FE Teachers and Communities: The Principal – Power and Politics in Further Education by Rob Peutrell

Rob Peutrell contributed a chapter to the book ‘The Principal – Power and Professionalism in Further Education’, a collection edited by by Maire Daley,‎ Prof Kevin Orr,‎ and Joel Petrie.  The book brings people from various backgrounds and view points in contributions which interrogate power and how is it expressed in the Further Education sector today.  Read more