Adult Learning and la Recherche FÃ©minine

Hoult, Elizabeth Chapman

doi:10.1057/9781137012982

Cited by 10 publications

(4 citation statements)

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“…In her work on adult learning, Hoult (2012) concluded that resilience occurs in the spaces between learner, teacher, and institution. If this is the case, then PETE programmes have the potential to facilitate the growth of their students beyond traditional pedagogies.…”

Section: Discussionmentioning

confidence: 99%

Physical education teacher resilience in high-poverty school environments

Ellison

Woods

2018

European Physical Education Review

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.

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Section: Discussionmentioning

confidence: 99%

Physical education teacher resilience in high-poverty school environments

Ellison

Woods

2018

European Physical Education Review

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“…Chrissie was transgressing the gendered and class norms of the academy, her culture and society. But still feelings of an "interloper" were evident, as certain knowledge hierarchies have value in the academy, so that working-class women were marginalised (hooks, 1994;Hoult, 2012;Reay, 2004;and Reay, et al, 2010). For still the subject of the artist is an ontology embedded in cultural capitals that align the artist and an arts education with white middle-upper class males, the masters of the arts and academia.…”

Section: Whispered Conversations Of Resistance and Rebellionmentioning

confidence: 99%

Travelling in a Cosmopolitan Milieu: An Intercultural Exchange of Two Artists as Educators in Conversation at a UK University

Hayward

2023

ijtdc

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By travelling in a cosmopolitan milieu in a UK university, pedagogies of possibilities are explored. Over a period of five years the exploration narrates the journeys of, what Clover (2010) calls, “artists as educators,” documenting conversations and creative pedagogic practises. This is despite the closure of the university campus in 2023, due to an overt neoliberal agenda. The findings of two feminist cosmopolitans in conversation, illustrates that when stories require repetition, that is the retelling of a certain narrative as well as stories that are whispered, they are of a particular significance. Represented are resistance, resilience and rebellion. In addition to the tone and context of conversations being important, the findings in the research suggest that by adhering to a feminist cosmopolitan ontology, encouraged is a sensitive, ethical encounter with others. This approach suggests that those marginalised in the academy and the artworld, then are seen and heard. Their voice and artwork are visualised as challenges to the norms of the academy.

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“…However, Hoult (2009, 2012), among others, has observed that Bourdieu fails sufficiently to engage with how some students, from a nontraditional habitus, with apparently limited educational and social capital, nonetheless survive, prosper, and become agentic in looking critically at the world and its assumptions not least about people like them. They are able to play with new possibilities and to manage some of the wrenching in their experiences.…”

Section: Sensitising Framesmentioning

confidence: 99%

“…They are able to play with new possibilities and to manage some of the wrenching in their experiences. These are ‘les miraculés’, as Bourdieu frames it, ‘an uncharacteristically metaphysical turn’, as Chapman Hoult observes, ‘for a materialist’ such as him (Hoult, 2012, p. 9). How in fact they might prosper, or be transformed, even in a culturally exclusive habitus of an elite institution, is glossed over by Bourdieu.…”

Section: Sensitising Framesmentioning

confidence: 99%

Transformative Learning and the Form That Transforms

West

2014

Journal of Transformative Education

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In this article, I interrogate the changing forms that may be fundamental to transformative learning and how these are best chronicled and understood. Drawing on auto/biographical narrative research, I challenge the continuing primacy of a kind of overly disembodied, decontextualized cognition as the basis of transformation. Notions of epistemic shifts, for instance, and their central importance, can lack sufficient or convincing grounding in the complexities of whole people and their stories. I develop, instead, a psychosocial theory of recognition, drawing, especially, on critical theory and psychoanalysis: in this perspective, the experiencing self, in relationship, constitutes, agentically, the form that transforms, while fundamental changes in mind-set are deeply intertwined with shifts in inner–outer psychosocial dynamics. I challenge, in the process, some conventional boundaries between cognition and emotion, self and other, the psychological and sociocultural as well as collective and individual learning.

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Adult Learning and la Recherche FÃ©minine

Cited by 10 publications

References 0 publications

Physical education teacher resilience in high-poverty school environments

Physical education teacher resilience in high-poverty school environments

Travelling in a Cosmopolitan Milieu: An Intercultural Exchange of Two Artists as Educators in Conversation at a UK University

Transformative Learning and the Form That Transforms

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