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- Research to transgress: flourishing voices in further education and skills
Research to transgress: flourishing voices in further education and skills
To access individual papers, follow the contents below.
Learning returns: A space for self-identity, community and resistance professor
Samantha Broadhead, Sharon Hooper and Henry Gonnet: Leeds Art University
Zines, voices and other disruptions: Repositioning FE practitioners in research
Ronnie Houselander
Cultivating a culture of curiosity: Strategies for creating a culture where curiosity has impact
Jess Evans
What the activities of three activity systems; the Bedford College Research Network (BCGRN); #FEResearchmeet and the Research College Group (RCG), tell us about the importance of self-leadership of further education (FE) practitioner-researchers’ spaces.
Sam Jones
FE teacher wellbeing in a marketised system: Post Covid-19 pressures, possibilities, and practical responses
Danielle Vipond
The hard-won battle: How my dyslexic research journey mirrors the FE reality of supporting students through complex barriers
Karen Billingsley
“I need to understand this”: Reflections on the experiences of ESOL teachers in Ireland during and since the Covid-19 pandemic
Paul Sceeny
Responding to research: further education sector teacher training informed by tensions for vocational lecturers when using Technology Enhanced Learning (TEL)
Heidi McWade
Can military veterans help close the UK further education workforce gap by moving into teaching?
Bruce Morrison
Making the case for case studies: effective research dissemination in a time-impoverished sector
Lynne Taylerson
How do delegates assess conference presentations as suitable for their teaching practice? First thoughts.
Sam Jones, Kayte Haselgrove, and Anne Reardon-James