Claire Wolstenholme

If There's Going to Be a Subject that You Don't Have to Do... Findings from a Mapping Study of PSHE Education in English Secondary Schools.

This article discusses some key findings about secondary schools from a mapping study of Personal, Social, Health and Economic (PSHE) education in England. The secondary school elements of the study combined a nationally representative survey of 617 secondary schools with follow-up in-depth case studies in five of these schools. These case studies involved interviews and discussion groups with pupils, parents and key school staff members, as well as governors and school improvement partners, and local authority support staff. Results reported here relate to the models and methods of delivery; frequency and curriculum coverage; the purpose and value of schooling, and PSHE education, and issues about staffing, expertise and credibility. Where appropriate, comparisons are made with primary schools. In doing so, the article raises issues about the diminished status and priority of PSHE education in secondary as compared with primary schools, and how this may stem from the ways in which schools do/do not value the subject, and its relationship to broader attainment and education policy contexts.

SELECTION BY ATTAINMENT AND APTITUDE IN ENGLISH SECONDARY SCHOOLS

ABSTRACT:  This paper presents the findings from a study of the admission arrangements for all secondary schools in England. We sketch the history of selection, answer questions about the scale and extent of selection by attainment or aptitude including an account of partially selective schools, consider the similarity and differences between selection by aptitude and by attainment and analyse some of the issues associated with both kinds of selection.

The jouissance of learning: evolutionary musings on the pleasures of learning in higher education

This paper presents a philosophy and method for an ongoing investigation into the cause and effect of student emotions in higher education. In particular, it presents the possibilities for exploring students’ positive emotions as ‘jouissance’ experiences linked to the transgression of power relations and social structures. The paper takes the form of ‘evolutionary musings’ that guide the reader through a confessional account of the research programme, the epistemological and methodological challenges, the limits of data already produced, and suggestions for a future approach. The musings maintain that descriptions of causal relationships of pedagogic action and the phenomenology of students’ feelings of gratification are not enough to plausibly interpret the locatedness and meaning of emotions, and that the emotional nexus is shaped by and continues to inform social relationships.

'I didn't stand a chance': how parents experience the exclusions appeal tribunal

ABSTRACT In September 2012, the process changed in England for how parents (and carers) can appeal against their child’s exclusion from school. This paper is one of the first accounts of how parents experience the new system. Using data from a research study with a range of stakeholders in the appeals process, this paper focuses on the accounts of the 21 parents interviewed. Thematic analysis was utilised to identify the factors that motivate parents to make an appeal, the barriers and enablers to doing so, and the physical, emotional, and financial costs that result from engagement with the process. The findings reveal that the costs are extremely heavy for parents with very limited rewards. The process is experienced as inequitable with a bias towards schools and many of these parents call for the provision of experienced legal support to make it a more balanced system. In spite of the challenges involved the need to call schools to account remains a strong motivation to appeal but this was not the preferred option for parents. Instead they call for schools to develop more inclusive and enabling environments that rely more on understanding the needs of pupils and their families than on exclusion from school.