The Stirling Institute of Education
Research Publications
14th January 2010
It is my pleasure to present an overview of our 2009 academic publications. This overview includes all books, journal articles and chapters that were published by members of staff in 2009. Information about publications that are in press or have been published in systems such as ‘Online First’ and ‘Preprint’ can be found on the individual web pages of members of staff (http://www.ioe.stir.ac.uk/staff/index.php). Copies of many publications can be found in Stirling’s Online Research Repository STORRE (https://dspace.stir.ac.uk/dspace/index.jsp) or can be requested directly from members of staff.
Professor Gert Biesta
Director of Research
The Stirling Institute of Education
BOOKS
Allan, J., Ozga, J. & Smyth, G. (eds) (2009). Social capital, professionalism and diversity. Rotterdam: Sense.
Biesta, G.J.J. (2009). Læring retur. Copenhagen: Unge Pædagoger.
Cooper, C., Field, J., Goswami, U., Jenkins, R. & Sahakian, B. (eds) (2009). Mental Capital and Mental Well-being, Oxford: Wiley-Blackwell.
Edwards, R., Biesta, G. & Thorpe, M. (eds) (2009). Rethinking contexts for teaching and learning. Communities, activities and networks. London/New York: Routledge.
Field, J., Gallacher, J. & Ingram, R. (eds) (2009). Researching transitions in Lifelong Learning. London/New York: Routledge.
Forbes, J. & Watson, C. (eds) (2009). Service integration in schools: research and policy discourses, practice and future prospects. Rotterdam: Sense Publishers.
Ivanic, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion, G., Miller, K., Satchwell, C. & Smith, J. (eds) (2009). Improving learning in college. London: Routledge.
Katz, M., Verducci, S. & Biesta, G. (eds)(2009). Education, democracy and the moral life. Dordrecht/Boston: Springer Science + Business Media.
Peters, M.A. & Biesta, G.J.J. (2009). Derrida, Deconstruction and the politics of pedagogy. New York: Peter Lang.
Reeves, J., Forde, C. & McMahon, M. (2009). Putting Together Professional Portfolios. London: Sage Publications.
ARTICLES IN REFEREED JOURNALS
Allan, J (2009). Teaching children to live with diversity: A response to ‘Tocqueville on democracy and inclusive education: a more ardent and enduring love. European Journal of Special Needs Education, 24(3), 245-247.
Allan, J., Smyth, G., I’Anson, J. & Mott, J. (2009). Understanding disability with children’s social capital. Journal of Research in Special Educational Needs, 9(2), 115-121.
Biesta, G.J.J. & Simons, M. (2009). Introduction: Higher education and European citizenship as a matter of public concern. European Educational Research Journal 8(2), 142-145.
Biesta, G.J.J. (2009). Building bridges or building people? On the role of engineering in education. Journal of Curriculum Studies 41(1), 13-16.
Biesta, G.J.J. (2009). Good Education in an Age of Measurement. Educational Assessment, Evaluation and Accountability 21(1), 33-46.
Biesta, G.J.J. (2009). How to use pragmatism pragmatically: Suggestions for the 21st century. Education and Culture 25(2), 39-39.
Biesta, G.J.J. (2009). Theorising learning through complexity: An educational critique. Complicity 6(1), 28-33.
Biesta, G.J.J. (2009). What kind of citizenship for European Higher Education? Beyond the competent active citizen. European Educational Research Journal 8(2), 146-157.
Biesta, G.J.J. (2009). Witnessing deconstruction in education. Why quasi-transcendentalism matters. Journal of Philosophy of Education 43(3), 391-404.
Biesta, G.J.J., Kwiek, N., Locke, G., Martins, H., Masschelein, J., Simons, M. & Zgaga, P. (2009). What is the public role of the university? A proposal for a public research agenda. European Educational Research Journal 8(2), 250-255.
Biesta, G.J.J., Lawy, R. & Kelly N. (2009). Understanding young people’s citizenship learning in everyday life: The role of contexts, relationships and dispositions. Education, Citizenship and Social Justice 4(1), 5-24.
Christie, D., Tolmie, A.K., Thurston, A., Donaldson, C., Howe, C.J., Jessiman, E., Livingston, K. & Topping, K.J. (2009). Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue. Cambridge Journal of Education, 39(1), 141-156.
Cope, P. & I'Anson, J. (2009). Marketisation, choice, and Scottish education: enhancing parent and pupil voice?, Scottish Educational Review, 41(2), 81-96.
Edwards, R., Ivanic, R., & Mannion, G. (2009). The scrumpled geography of literacies for learning. Discourse: Studies in the Cultural Politics of Education 30(4), 483-499.
Edwards, R., Miller, K. & Priestley, M. (2009). Curriculum-making in school and college: The case of hospitality. The Curriculum Journal 20(1), 27-42.
Field, J. (2009). Good for your Soul? Adult learning and mental well-being, International Journal of Lifelong Education 28(2), 175-91.
Field, J. (2009). Lifelong learning in Scotland: cohesion, equity and participation, Scottish Educational Review 41(2), 4-18.
Haggis, T. (2009). What have we been thinking of? A critical overview of 40 years of student learning research in higher education. Studies in Higher Education 34(4), 377-390.
Mannion, G., Miller, K., Gibb, I,. & Goodman, R. (2009). Reading, Writing, Resonating: striking chords across the contexts of students’ everyday and college lives. Pedagogy, Culture and Society 17(3), 323-339.
McNally, J., Blake, A. & Reid, A. (2009). The informal learning of new teachers in school. The Journal of Workplace Learning, 21(4), 322-333.
Priestley, M. (2009). Social studies in Scotland’s school curriculum: a case for a more integrated approach. Education in the North, 17. Online at http://www.abdn.ac.uk/eitn/display.php?article id=5
Redford, M. (2009). Education in the Scottish Parliament, Scottish Educational Review 41(1), 109-124.
Redford, M. (2009). Education in the Scottish Parliament, Scottish Educational Review. 41(2), 97-107.
Tedder, M. & Biesta, G.J.J. (2009). Uczenie sie bez nauczania? Potencjal iograniczenia biograficznego uczenia sie doroslych. Terazniejszosc Czlowiek Edukacja 46(2), 19-35.
Thurston, A., Duran, D., Cunningham, E., Blanch, S. & Topping, K. (2009). International online reciprocal peer tutoring to promote modern language development in primary schools, Computers & Education, 53(2), 462-472.
Trezise, E. & Biesta, G.J.J. (2009). Can management ethics be taught ethically ? A Levinasian exploration. Journal of Philosophy of Management 8(1), 43-54.
Watson, C. (2009). Futures narratives, possible worlds, big stories: causal layered analysis and the problems of youth. Sociological Research Online 14(5). http://www.socresonline.org.uk/14/5/20.html
Watson, C. (2009). Picturing validity: autoethnography and the visual representation of self. Qualitative Inquiry 15(3), 526-544.
Watson, C. (2009). Teachers are meant to be orthodox: narrative and counter-narrative in the discursive construction of ‘identity’ in teaching. International Journal of Qualitative Studies in Education 22(4), 469-483.
Watson, C. (2009). The impossible vanity: uses and abuses of empathy in narrative research. Qualitative Research 9(1), 105-117.
CHAPTERS IN BOOKS
Allan, J. (2009). After the break? Interrupting the discourses of interprofessional practice. In J. Forbes & C. Watson (eds), Service integration in schools. Rotterdam: Sense.
Allan, J. (2009). Provocations: putting philosophy to work on inclusion. In K. Qinlivan, B. Kaur & R. Boyask (eds), Educational enactments in a globalised world. Rotterdam: Sense.
Biesta, G.J.J. (2009). Education between accountability and responsibility. In Maarten Simons, Mark Olssen & Michael Peters (eds), Re-reading education policies: A handbook Studying the policy agenda of the 21st century (pp.679-695). Rotterdam: Sense Publishers.
Biesta, G.J.J. (2009). How to use pragmatism pragmatically: Suggestions for the 21st century. In A.G. Rud, Jim Garrison, and Lynda Stone (eds), John Dewey at 150. Reflections for a New Century (pp.30-39). Lafayette, IN: Purdue University Press.
Biesta, G.J.J. (2009). Pragmatism’s contribution to understanding learning-in-context. In R. Edwards, G.J.J. Biesta & M. Thorpe (eds), Contexts, communities and networks (pp. 61-73).. London/New York: Routledge.
Biesta, G.J.J. (2009). Problemlösen. In S. Andresen, R. Casale, T. Gabriel, R. Horlacher, S. Larcher Klee & J. Oelkers (eds) Handwörterbuch Erziehungswissenschaft (pp. 666-681). Weinheim: Beltz.
Biesta, G.J.J. (2009). Sporadic democracy: Education, democracy and the question of inclusion. In M. Katz, S. Verducci & G. Biesta (eds), Education, democracy and the moral life (pp. 101-112). Dordrecht: Springer.
Biesta, G.J.J. (2009). Towards a new ‘logic’ of emancipation: Foucault and Rancière. In R. Glass et al. (eds), Philosophy of Education 2008 (pp. 169-177). Urbana-Champaign, IL: Philosophy of Education Society.
Biesta, G.J.J. (2009). Values and ideals in teachers’ professional judgement. In S. Gewirtz, P. Mahony, I. Hextall & A. Cribb (eds), Changing teacher professionalism (pp. 184-193). London: Routledge.
Biesta, G.J.J. (2009). What is at stake in a pedagogy of interruption? In T.E. Lewis , J.G.A. Grinberg and M. Laverty (eds), Philosophy of Education: Modern and Contemporary Ideas at Play. Dubuque, IA: Kendall/Hunt.
Catts, R. (2009) Quantifying social capital. In J. Allan, J. Ozga & G. Smyth (eds), Social Capital, Professionalism and Diversity. Rotterdam: Sense.
Edwards, R. (2009). Authorising research, plagiarising the self?. In A. Carter, T. Lillis & S. Parkin (eds), Why Writing Matters. Amsterdam: John Benjamins.
Edwards, R. (2009). Introduction: Life as a learning context?. In R. Edwards, G. Biesta & M. Thorpe (eds), Rethinking contexts for teaching and learning (pp. 1-14). London: Routledge.
Field, J. (2009). A social capital toolkit for schools? Organisational perspectives on current social capital research. In J. Allan, J. Ozga & G. Smyth (eds), Social Capital: Professionalism and diversity (pp. 21-35). Rotterdam: Sense.
Field, J. (2009). Learning transitions in the adult life course: agency, identity and social capital. In B. Merrill (ed), Learning to change? The role of identity and learning careers in adult education (pp. 17-31). Frankfurt-am-Main: Peter Lang.
Field, J. (2009). Lifelong Learning and Cultural Change: a European perspective. In P. Alheit & H. von Felden (eds), Lebenslanges Lernen und erziehungswissenschaftliche Biographieforschung: Konzepte und Forschung im europäischen Diskurs (pp. 21-41). Wiesbaden: Verlag für Sozialwissenschaften.
Field, J. (2009). Models of provision of lifelong learning: How is it done around the world?. In C. L. Cooper, J. Field, U. Goswami, R. Jenkins & B. J. Sahakian (eds), Mental Capital and Wellbeing (pp. 383-88). Oxford: Wiley-Blackwell.
Ingram, R., Field, J. & Gallacher, J. (eds) (2009). Learning transitions: research, policy, practice. In J. Field, J. Gallacher and R. Ingram (eds), Researching Transitions in Lifelong Learning (pp. 1-6). London: Routledge.
Field, J. (2009). Preface. In K. Ecclestone, G. Biesta and M. Hughes (eds), Transitions and Learning Through the Lifecourse (pp. xviii – xxiv). London: Routledge.
Haggis, T. (2009). Beyond ‘mutual constitution’: looking at learning and context from the perspective of complexity theory. In R. Edwards, G. Biesta & M. Thorpe (eds), Rethinking contexts for learning and teaching: Communities, activities and networks. London: Routledge.
Mannion, G. (2009). After participation: the socio-spatial performance of intergenerational becoming. In B. Percy-Smith & N. Thomas (eds), A Handbook of Children’s Participation: perspectives from theory and practice. London: Taylor and Francis.
Miller, K. (2009). Implications for Research. In R. Edwards, G. Biesta & M. Thorpe, Rethinking contexts for learning and teaching: Communities, activities and networks. London: Routledge.
Nicoll, K. (2009). A politics of spin: Lifelong learning policy as persuasion?. In M. Simons, M. Olssen & M.A. Peters (eds), Re-Reading education policies, A handbook studying the policy agenda of the 21st Century (pp.407-424). Rotterdam: Sense Publishers.
Reeves, J. (2009). Inventing the Chartered Teacher. In S. Gewirtz, P. Mahony, I. Hextall & A. Cribb (eds), Changing Teacher Professionalism: Itnernational trends, challenges and ways forward (pp. 106-116). London: Routledge.
Shucksmith, J., Philip, K., Spratt, J. & Watson, C. (2009). Learning how to collaborate? Promoting young people’s health through professional partnership in schools. In J. Forbes & C. Watson (eds), Service integration in schools: research and policy discourses, practice and future prospects. Rotterdam: Sense Publishers.
Tedder, M. & Biesta, G.J.J. (2009). Biography, transition and learning in the lifecourse: The role of narrative. In J. Field, J. Gallacher & R. Ingram (eds), Researching transitions in lifelong learning (pp.76-90). London: Routledge.
Tedder, M. and Biesta, G.J.J. (2009). What does it take to learn from one’s life? Exploring opportunities for biographical learning in the lifecourse. In B. Merrill (ed), Learning to Change? The Role of Identity and Learning Careers in Adult Education (pp.33-48). Frankfurt am Main: Peter Lang.
Thurston, A. & Topping, K. (2009). Secondary schools and curriculum in Scotland. In S. Capel, M. Leask & T. Turner. Learning to teach in the secondary school. (pp. 406-422). London: Routledge Falmer.
Watson, C. (2009). Mythical spaces and social imaginaries: looking for the global in the local in narratives of (inter)professional working. In J. Forbes & C. Watson (eds), Service integration in schools: research and policy discourses, practice and future prospects. Rotterdam: Sense Publishers.
OTHER PUBLICATION
Field, J. (2009). Well-being and happiness. Inquiry into the Future of Lifelong Learning, IFLL, Leicester. Thematic Paper 4.
