Steven Cranfield

Reaching male clients of female prostitutes: The challenge for HIV prevention

Male clients of prostitutes have proved to be a very difficult group to access for the purposes of HIV research and education. Prevention initiatives to date have placed less emphasis on HIV awareness with this potential target group and more on empowering prostitutes to control the sexual transaction with clients. Data is presented from a study of male clients of prostitutes, conducted as part of a wider study of drug using and nondrug using prostitutes in the Greater Manchester area during 1991-92. The study focuses on sexual activities and risk behaviours of male clients with female prostitutes, and with regular and casual partners. The data provides evidence of high levels of risk-taking, particularly by bisexual clients. Implications for research and HIV prevention are discussed. It is concluded that placing the major burden for behaviour change on prostitutes themselves may have only a limited effect and that other involved persons (including clients) should be more actively targeted in the development and implementation of STD/HIV prevention.

Risk behaviours and health care needs of drug-using female prostitutes (part II)

This paper is the second of two parts and focuses on the results of the study by Faugier (1996) in her investigation of the working practices, levels of HIV risk behaviour and use of health care services of 100 drug-using and 50 non-drug-using prostitutes in Manchester. It provides a full discussion on the implications of these findings and the challenges this poses for providers. Part I was published in Journal of Substance Misuse Vol. 2 No. 3, pp. 144–149.

The design of doctorate curricula for practising professionals

ABSTRACT Expansion and changes in doctoral education globally have challenged universities to meet the needs of practising professionals. Values and purposes, structure and content and pedagogy of the provision are key considerations. This curriculum evaluation work investigated the views of 68 higher education staff mainly from Europe and North America involved in the development and delivery of professional doctorates on current issues in designing an appropriate curriculum for practitioners. Analysis of views from two international workshops suggested that while the social benefits of practitioner research were acknowledged, staff struggled with tensions in their higher education contexts to manage practitioner-focused elements, including the balance between theory and practice, recognition of practitioner methodologies and provision of appropriate supervision. The paper concludes that a wider understanding of the values and purpose of doctoral education within and beyond the academy is required that recognises the production of knowledge through practice, and supports ethical social action.

Being Taught by Leavis

What was it like being taught by Leavis? This chapter contains a personal account of Leavis as teacher by the author, one of the last generation of students to be taught by him at the University of York. It briefly summarises an extensive literature about Leavis’s teaching before going on to discuss the impact on the author of his teaching style and methods (in lectures, classes and reading seminars). The teaching approach adopted in Leavis’s seminar reading of Eliot’s poetry is explored and illustrated. Using the concept of supplementarity to frame the account, considerations are raised about what counts as ‘being taught’ when the teacher is as potent a thinker and practitioner as Leavis and which his particular example serves to accentuate.

Introduction: The Heretic Who Survived?

This introductory chapter provides an overview of the rationale and structure of the study. Leavis was once a major and controversial literary and cultural presence of the twentieth century but his relevance to contemporary mass higher education is seldom fully appreciated. Far from being a simple representative of a by-now superseded elite educational system, Leavis has the potential to influence considerably our thinking about the values, purposes and premises of ‘the creative university’.

Leavis: Life, Work and Heritage

This chapter gives an overview of Leavis’s life and work, his intellectual heritage and legacy. The first part of the life takes us up to the completion of Leavis’s doctoral studies, with an intervening period of nearly four years’ service in the Great War. The middle period is the Leavis of maximum influence, of the establishing of the Cambridge English School, the journal Scrutiny, the major educational statement Education and the university and ground-breaking critical texts such as The great tradition. During this time Leavis, despite institutional discouragement and lack of recognition, exerts considerable sway over the contemporary literary and educational scene. A third stage opens with his retirement from teaching at Cambridge amid the controversy aroused by his valedictory attack on C. P. Snow’s The two cultures. This stage is marked by Leavis’s association with the University of York, and the issuing of several texts on literary and socio-educational themes. The chapter considers the grounding of Leavis’s cultural critique and the subsequent development of Leavis studies.

Leavis and Pedagogy: Critical Practice

This chapter continues the exploration of Leavis’s paradigm of critical exchange, particularly in relation to the practice of teaching and learning. Further criticisms that have been put forward about the critical exchange are analysed and comparisons made with equivalent concepts in other educational thinkers. The chapter concludes with a discussion of the relevance and potential contribution of Leavis’s paradigm to contemporary higher education.

Leavis and the Creative University

This chapter considers where Leavis sits in relation to thinking about the ‘democratic mass university’. Is time spent attending to Leavis going to be unproductive, without any contemporary application? Is his kind of thinking about the university one that is no longer available to us? The key to answering these questions in a productive way lies in Leavis’s approach to what might be called ‘the creative university’. Here Leavis provides several insights and conceptual tools for clarifying thinking about the fundamental values and purposes of higher education, its key questions, and its potential for fostering collaborative creativity.

Leavis and Pedagogy: Critical ‘Theory’

Seldom can an approach to pedagogy have been encapsulated in so few and such simple words as: ‘“This is so, isn’t it?”, “Yes, but—”’. Leavis’s schematic conception of the critical judgment or exchange, as expressed in this dialogic paradigm, has been seen as a remarkably fertile one with many ramifications. It has, however, been criticised as theoretically deficient. This chapter takes a sustained look at the heart of Leavisian critical pedagogy, its form and function, the particular approach to collaborative creativity it embodies, and the sense in which it might be seen as dependent on a shared system of values and beliefs.

Leavis’s Educational World-View

An appreciation of Leavis’s pedagogic practice requires us to grasp the wider conceptual framework in which he locates this. This chapter summarises Leavis’s educational world-view or Weltanschauung, drawing together a number of key ideas which Leavis developed and refined over the years. These ideas are largely derived from a critical engagement with literary texts and lead to a particular holistic conception of human creativity grounded in the nature and conditions of language and speech communities. This notion of creativity is adduced by Leavis to explain his concern for a higher education under threat on many levels but chiefly from an alternative, highly instrumental and reductive notion of creativity predicated on measurable economic growth. The schematic presentation of Leavis’s ideas sets the scene for a detailed discussion of his educational practice and arguments on policy in the following chapters.