The obser-view is a method to generate data and create a learning space for both researcher and participants in qualitative research. It includes reflection between the two after the researcher has observed the participant. This article aims to reveal the benefits and challenges encountered when using the obser-view in two different research projects. In a Dutch project whose aim was to empower residents with dementia, in nursing homes the obser-view was used to generate data and create space for reflection which included residents and the family members. It showed that the obser-view cannot be finished when reflection does not happen. A Danish project with the aim to map the practice for inmates’ opportunities for education and job guidance highlighted that it made participants—educational prison leaders and teachers—aware they were doing their jobs by rote and showed the difficulties the researcher had trying to reflect with some participants. In both projects the obser-view created a learning space for participants. A benefit of the obser-view is that it can be used in dissimilar settings with different research purposes and with vulnerable and stigmatized people often excluded from the research. A challenge is for the researcher to reflect with participants, which is more likely to be successful if they have had time to develop a trusting relationship. Although the obser-view is a novel method in qualitative research, it has proved useful in different settings. It is a valuable method and we recommend developing it further in additional different settings with different populations.
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Writing as soul work refers to the active engagement of students in transformative writing activities in a group setting with the aim to enable students to develop new, more empowering narratives. This article explains how soul work through writing can be used to foster career adaptability, expressed in the form of increased awareness and self-direction. We summarize the labour market realities that underlie a need for more narrative approaches and introduce writing as soul work as a potential method to respond to these contemporary career challenges. We define what is meant by soul work and writing, illustrate its use with several stories from practice, and make recommendations for teachers and implementation in institutions. “This is an Accepted Manuscript of an article published by Taylor & Francis in "British Journal of Guidance and Counsellingon" on 04/16/2016 available online: https://doi.org/10.1080/03069885.2016.1169366 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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Women and girls represent only a minority in the penitentiary system and in forensic mental health care. About 6%–10% of both prison and forensic psychiatric populations in Western countries comprise women (see for the most recent offi cial statistics in the UK w ww.gov. uk/government, in Canada w ww.statcan.gc.ca, and in the US w ww.bjs.gov) . However, there seems to be widespread agreement that in the past 20 years female offending has been on the rise, especially violent offending and particularly among young women ( Miller, Malone, and Dodge, 2010; M oretti, Catchpole, and Odgers, 2005) . Overall, a disproportionate growth of females entering the criminal justice system and forensic mental health care has been observed in many countries (for reviews, see Nicholls, Cruise, Greig, and Hinz, 2015; Odgers, Moretti, and Reppucci, 2005 ; Walmsley, 2015) . In addition, it should be noted that the ‘dark number’ for women is suggested to be bigger than for men. Offi cial prevalence rates of female offending might constitute an underestimation as women usually commit less reported offences, for example, domestic violence (N icholls, Greaves, Greig, and Moretti, 2015) . Furthermore, it has been found that – if apprehended – girls and women are treated more leniently by professionals and the criminal justice system. Generally, they receive lower prison sentences and are more often admitted to civil psychiatric institutions instead of receiving a prison sentence or mandatory forensic treatment after committing violence ( Javdani, Sadeh, and Verona, 2011 ; Jeffries, Fletcher, and Newbold, 2003 ). Hence, although female offenders compared to male offenders are a minority, female violence is a substantial problem that deserves more attention. Our understanding of female offenders is hindered by the general paucity of theoretical and empirical investigations of this population. In order to improve current treatment and assessment practices, our knowledge and understanding of female offenders should be enlarged and optimised (d e Vogel and Nicholls, 2016 ).
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This study reports the evaluation of a lesson series, developed in collaboration with teachers and experts, to generate a research-based solution for teaching critical thinking through Socratic dialogue in secondary vocational education. The lesson series has been evaluated for feasibility and tailoring to different target groups of students by five citizenship education teachers and 85 students. Data consisted of self-report questionnaires by teachers and students, complemented with observations of lessons. Results show that lessons based on Socratic dialogue for teaching critical thinking to students in secondary vocational education are considered a promising educational intervention. Teachers considered the lessons as feasible and well-tailored to their students and were able to implement the lessons in their classrooms. Students were motivated to participate, and their motivation did not decrease significantly during the lesson series. At the same time, students tended to be more motivated when the value of learning to think critically for their future profession was clearly substantiated. Practical implications from the evaluation of the lesson series were that, in addition to participating in Socratic dialogue, students need clear learning objectives and short assignments to remain active.
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In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.
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Using the past to orientate on the present and the future can be seen as one of history’s main contributions to educating future citizens of democratic societies. Because teachers often lack useful methods for pursuing this goal, this study explores three pedagogical approaches that may help them making connections between the past, the present and the future: working with longitudinal lines (LL), with enduring human issues (EHI) and with historical analogies (HA). The efficacy of these approaches was examined in three case studies conducted in two Dutch secondary schools with eighth- to tenth-grade students (N=135) and their teachers (N=4) as participants. Explorations took place within the boundaries of the existing history curriculum and in close collaboration with the teachers who participated because they felt a need to motivate their students by means of a pedagogy to make history more useful. Findings suggest that implementing the LL- and EHI-approaches in a traditional history curriculum with chronologically ordered topics is more complicated than implementing the HA-approach. The HA-approach appears to have more potential to encourage students to use historical knowledge in present-day contexts than the other two approaches. In terms of students’ appraisals of the relevance of history, the application of the EHI-approach showed positive effects.
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Social work has long neglected the experiences of people as an important source of knowledge. This creates gaps between social workers and people in need of social work support. The gaps are evident and hinder people to get the help they need for recovery. This exhibition intends to show how the experiences of people contribute to valuable knowledge in social work education and practice. Experiences matter! The photo exhibition Experiences Matter is a part of the ESF-project Mending the Gap (Dnr 2016/00583) financed by The European Social Fund. The photos are taken in Antwerp, Durham, Lund and Utrecht in May and June 2017. PowerUs is an international network of teachers and researchers from schools of social work and representatives from different service user organizations. PowerUs develops methods of mutual learning in order to change social work practice to be more effective in supporting the empowerment of marginalized and discriminated groups in society. The European Union, PowerUs, European Association of Schools of Social Work (EASSW), Lund University, University of Applied Sciences Utrecht, Karel de Grote University College and New College Durham have contributed to this issue.
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In this chapter, we propose that the democracy we wish to see out in the world is influenced by the quality of our own “inner democracies”—that is: the quality of the democracies among and between the selves or voices in the landscape of the self. We must find ways out of the I-prisons we experience and perpetuate. With this in mind, we propose that ”writing the self,” a method whereby creative, expressive, and reflective writing is used to cultivate an internal dialogue and construct a new identity narrative (Lengelle, 2014), can assist in reshaping our stories about ”the Other and ourselves” and can contribute to personal and cultural healing and reconciliation. The inner dialogue reconciled is foundational for the external dialogue at the heart of global citizenship within education. Indeed, as Schellhammer argues, we must cultivate the self in order to become inter-culturally competent, and this includes facing shadow aspects through truthful dialogues with the self and caring for the self. https://doi.org/10.1007/978-3-319-62861-5_6 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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This paper is a summary paper of the Thematic Working Group (TWG) on Adult Mathematics Education (AME). As the only thematic working group that focuses on adults’ lived experiences of mathematics, the research makes an important contribution to the field of Mathematics Education. The main themes in this group identify that adult numerical behaviour goes beyond the mathematics skills, knowledge, and procedures taught in formal education It is multifaceted, requiring the use of higher order skills of analysis and judgement, applied within a broad array of life’s contexts, experienced through a range of emotions. The research in this group points to the need to raise the profile of research that shows the benefits to adults of learning mathematics but also the long term economic disbenefits in the neglect of teaching and teacher training for this group.
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"Probation is a fast-developing field that plays an important role in the response to crime and the prevention of reoffending. Probation covers various sanctions and community-based measures, including supervision and community service, designed to promote community safety and the social inclusion of offenders. This brochure is intended for justice ministers, other politicians and senior civil servants interested in setting up or upgrading a probation service. The ‘key message’ highlights the main topics and messages in this brochure. Readers who want to learn more about the benefits of probation and about how to bring these into practice should read the full text."
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