S. Scoffham

Transformational experiences and deep learning: the impact of an intercultural study visit to India on UK initial teacher education students

This paper documents the impact of a study visit to south India in 2007 on students following courses in initial teacher education at Canterbury Christ Church University, UK. The research was conducted by the two course leaders and employed a varied methodology, involving open‐ended questionnaires, self‐reporting of emotions, video diaries, informal conversations and follow‐up interviews. The main finding was that the study visit was a powerful learning experience which transformed students’ thinking by creating dissonance on a cognitive, emotional and existential level. These results are placed alongside current research in psychology and neuroscience to argue that a sense of hope and personal flourishing can be generated through experiences of this kind. This is supported by a model of transformational learning which highlights personal growth and development. We conclude by proposing that the study visit provides an example of how intercultural understanding can reinvigorate teacher education with a sense of meaning and hope.

Happiness Matters: Towards a Pedagogy of Happiness and Well-Being.

The role of the emotions in learning has long been acknowledged but is often overlooked. This article considers the impact one particular emotion, happiness, has on learning and the school curriculum. Recent reports have drawn attention to the importance of happiness (or the lack of it) by highlighting concerns about childhood well-being. At the same time, there is increasing evidence from psychology and neuroscience to suggest that periods of happiness are linked to personal growth, health and development. When we are happy it seems we are more likely to be receptive to outside stimuli than when we are sad or distressed. Happiness also makes us more disposed to engage in creative endeavour, which is itself another source of fulfilment. Positive psychologists argue that rather than being fixed, happiness, optimism and other positive traits can be learnt. We offer evidence from our own professional experience in teaching to corroborate these claims and to extend the debate about the relevance of affective neuroscience to education. In conclusion, we consider how a focus on happiness might underpin a positive approach to curriculum reform.

Grass Roots and Green Shoots: Building ESD Capacity at a UK University

Finding ways to bring sustainability into the curriculum in meaningful ways is a challenge faced by universities worldwide. This chapter explores how one UK university is responding by developing a futures perspective which can be applied both within and across disciplines. A variety of small-scale projects have been initiated across the university including course innovation, one-off conferences, community engagement and international links. This approach is underpinned by clearly articulated principles and links directly to the university’s strategic objectives. It is argued that building relationships has a key role in promoting long-term institutional change and that staff development is crucial in initiating change. Deeper analysis using ideas drawn from social learning theory suggest that structures need to be able to embrace multiple perspectives and be organically responsive. This chapter will be of particular interest to those who are interested in understanding processes that have the potential to embed sustainability thinking on a lasting level, rather than simply meeting short-term targets and outcomes.

Geography and creativity: developing joyful and imaginative learners

Creativity is a complex and contested notion but is now widely recognised as a feature of learning across the curriculum. This article explores how primary geography teaching can be enriched by creative practice. It goes beyond simply suggesting imaginative ways to devise geography lessons, to outline a pedagogy which places children at the heart of learning. In doing so, it shifts attention away from the transmission of knowledge towards the process of learning. The failure of government reports to make the connection between geography and creativity, and the need for greater recognition of how creativity promotes learning through enjoyment, health and emotional well-being are highlighted.

Teaching, learning and the brain

The brain is the seat of our consciousness and the prime organ of learning. Recent discoveries by neuro-scientists have begun to reveal how it works. These findings are of great significance to educationalists and could revolutionise our ideas about teaching and learning. One area of particular interest concerns how the brain changes with age, the nature of learning and the importance of early childhood experiences. There are also grounds for questioning the present bias in the school curriculum and the way that education is currently organised.

Maps and atlases for schools

This chapter explores some of the issues surrounding the production and use of school atlases in the UK, with a particular emphasis on the needs of younger pupils and adolescents. It focusses on print rather than electronic productions and is based on the author’s own experience of writing and devising atlases for children and young adults over the last twenty five years. It is argued that devising a school atlas involves making many compromises and recognising contradictions. Articulating the principles which guide content selection is fundamental in developing a deeper understanding of atlas production.

The humanities in English primary schools: struggling to survive

ABSTRACT This article surveys the state of the humanities in English primary schools drawing on evidence from serving head teachers, current literature and policy documents. The findings suggest that whilst the humanities are highly valued in schools, there are serious challenges which threaten the ‘broad and balanced’ curriculum. It is suggested that a greater focus on spiritual, moral, social and cultural (SMSC) education and engagement with subject associations and alternative learning environments can help to rectify this imbalance. Such an approach recognises looming social, cultural and environmental threats, which have the potential to support children’s psychological health and well-being.

It’s Contagious! Developing Sustainability Perspectives in Academic Life at a UK University

Finding ways to bring sustainability into the curriculum in meaningful ways is a challenge faced by universities worldwide. This paper explores how one UK university is responding by developing a futures perspective which can be applied both within and across disciplines. A variety of small scale projects have been initiated across the university including course innovation, one-off conferences, community engagement and international links. This approach is underpinned by clearly articulated principles and aims to build the capacity of staff and students. The examples presented illustrate the richness of the responses from different discipline areas. It is argued that building relationships has a key role in promoting long term institutional change and that staff development is crucial in initiating change. Deeper analysis using ideas drawn from social learning theory suggest that structures need to be able to embrace multiple perspectives and be organically responsive. This paper will be of particular interest to those who are interested in understanding processes which have the potential to embed sustainability thinking on a lasting level, rather than simply meeting short term targets and outcomes.