From ‘Prevent’ to ‘Enable’

Abstract

Given the increasing pressures on teachers in Further and Adult Education across a range of economic, political and managerial factors, this article argues that inquiry-based approaches to education can open up much-needed transformative learning spaces to the benefit of tutors, students and wider communities.
 Through the presentation of a case study, this article suggests that the inclusion of such ‘pro-social pedagogies’ in teacher training programmes will both equip teachers with tools to facilitate dialogue, and provide reflective spaces in which they can consider their own positions regarding challenging education policy.
 The case study, a ‘community philosophy enquiry’ into Prevent and Fundamental British Values involving trainee teachers in the North of England, is outlined and the ethical challenges considered. 
 The approach taken is based on a posthuman ‘ethics of affirmation’ (Braidotti, 2012) and a nomadic ontology which facilitates change through the joining together of agents for transformation, across a series of on- and off-line rhizomatic assemblages. The article concludes with recommendations for the further implementation of democratic educational practices such as community philosophy, which allow space and time for discussion and dissent.

Indications for alloplastic temporomandibular joint replacement in maxillofacial trauma—an analysis of condylar trauma patients with scoping review of the literature

“…Temporomandibular joint replacement may be considered in the management of condylar trauma, in several circumstances however. (I) There may be early significant structural damage and functional disability requiring reconstruction of the joint, or (II) there may be delayed deformity or dysfunction of the TMJ, such as arthritis or ankylosis, which fails to respond to non-surgical or minimally invasive measures and fulfils the criteria for TMJR (22)(23)(24)(25). Complications of treatment of condylar trauma, such as infection or avascular necrosis, may create indications for TMJR and be considered as part of the early or the delayed indications depending on what structural and functional problems they produce and the timing.…”

Thinking, Alternatively: The Application of Art, Philosophy and Holistic Practice in the Teaching of Science, Technology, Engineering and Mathematics (STEM)

“…Embedding philosophical inquiry into Science education can allow for slow thinking, deep exploration and connection of science to wider social, environmental and cultural issues. This methodology facilitates active listening, mitigates binary oppositional thinking [1], and empowers young people to reflect critically in a democratic way [19].…”