Re/cognising the discursive fr/Ames of equity and widening participation in higher education

Lumb, Matt; Burke, Penny Jane

doi:10.1080/09620214.2019.1619470

Cited by 3 publications

(4 citation statements)

References 23 publications

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“…Recent digital participatory experiences have disrupted face-to-face expert group norms and changes to digital canvasses also provided for decoding design structures. This demonstrates the power to boost reflexivity for students connecting to the uncertain, already noted for avenues of communication that are emergent, hybrid or have 'not-yet-ness' for higher education (Collier and Ross, 2017), or in dialogue with non-academics that contains 'practitioner-author unfinishedness' (Lumb and Roberts, 2017).…”

Section: Learning With the Citymentioning

confidence: 67%

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Engaged Urban Pedagogy

2023

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This series contributes to the urgent need for creativity and rigour in producing and sharing knowledge at the interface of urban communities and universities to support more sustainable, just and resilient cities. It aims to amplify community voices in scholarly publishing about the built environment, and encourages different models of authorship to reflect research and pedagogy that is co-produced with urban communities. It includes work that engages with the theory and practice of community engagement in processes and structures of city-making. The series will reflect diverse urban communities in its authorship, topics and geographical range.

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Section: Learning With the Citymentioning

confidence: 67%

“…The generative instability (Lumb and Roberts, 2017) in engaged urban pedagogy moments is directed towards urban development rather than educational purposes alone. This is because of the particular type of situatedness of subjects of the built environment, which have a materiality not found in pure political and social studies.…”

Section: Learning With the Citymentioning

confidence: 99%

Engaged Urban Pedagogy

2023

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“…This paper has aimed to show the advantages of using RE methodologies in the evaluation of WPas well as indicating why they are becoming pertinent and prevalent in the evaluation of WP more broadly (Crockford et al, 2018;Formby, Basham and Woodhouse, forthcoming;Lumb and Roberts, 2017). RE allows for theorisation of causation and practice that "operate at depth within our social practices to produce the intended and unintended 'outcomes' observed in the various contexts of our practice" (Lumb and Roberts, 2017: 22).…”

Section: Discussionmentioning

confidence: 99%

“…This allows for in-depth and nuanced explanations about the efficacy of WP. In addition, this helps avoid generalised one-size-fits-all approaches that do not account for different contexts (Lumb and Roberts, 2017;Pawson and Tilley, 1997). Accessing 'sense of place ' (Creswell, 2009) of local communities allows WP to open dialogues that break traditional power dynamics and re-configure relationships between HE and the community.…”

Section: Discussionmentioning

confidence: 99%

‘A presence in the community’: developing innovative practice through realist evaluation of widening participation in West Yorkshire

Formby¹,

Woodhouse²,

Basham³

et al. 2020

wide particip lifelong learn

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This paper examines the role realist evaluation can play in supporting innovative practice in widening participation (WP) activity. Based on the Go Higher West Yorkshire Uni Connect project (formerly the National Collaborative Outreach Programme, or NCOP), a new model of WP provision has been developed to support learners in spatially disadvantaged communities where access to Higher Education is nationally less than average. It offers specific examples of innovative practice developing a locally tailored approach to WP activities based on community contexts. A realist evaluation framework is utilised to iteratively assess WP activity through subsequent development and modification of relevant programme theory. The article contributes to literature through offering a reflexive account of how realist evaluation can be utilised in terms of WP outreach.

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Dominant or dominating? Imaginaries of higher education in Turkey and Northern Syria

Rubin

Bose

2022

Globalisation, Societies and Education

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Re/cognising the discursive fr/Ames of equity and widening participation in higher education

Cited by 3 publications

References 23 publications

Engaged Urban Pedagogy

Engaged Urban Pedagogy

‘A presence in the community’: developing innovative practice through realist evaluation of widening participation in West Yorkshire

Dominant or dominating? Imaginaries of higher education in Turkey and Northern Syria

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