Richard Davies | University of Hertfordshire (original) (raw)

Papers by Richard Davies

British Journal of Educational Studies, 2013

Winner of the 2015 Grawemeyer Award in Education! In this latest and most important collaboration... more Winner of the 2015 Grawemeyer Award in Education! In this latest and most important collaboration, renowned educators Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders. This is a book that no one connected with schools can afford to ignore.

Ethics and Education, 2016

Youth work is deemed to require a distinctive commitment to ethical behaviour from the adults inv... more Youth work is deemed to require a distinctive commitment to ethical behaviour from the adults involved. This is expressed in the requirements for the initial education of workers, in the subject benchmarks and national expectations for youth workers. A significant influence in this debate is Howard Sercombe (2010). Sercombe seeks a substantive framework for youth work ethics. The project offers clear potential benefits alongside equally great dangers. His platform is an integration of two foundations: a particular definition of youth work, and a particular account of what it means to be 'a profession'. I argue that both foundations are flawed, and potentially harmful to practice and policy. At the heart of Sercombe's account, however, is a focus on youth work as based on a 'covenantal relation of trust between youth workers and young person'. This insight, submerged and marginalized, does offer a substantive foundation for youth work ethics.

British Educational Research Journal, 2021

The arts are recognised for their potential to humanise and enrich educational experience, but ho... more The arts are recognised for their potential to humanise and enrich educational experience, but hold a lowly position in the hierarchy of school subject-based curricula. This limits the time, and thus the influence, they can have. Whilst schools welcome the idea of a curriculum rich with both arts and science subjects, resistance to realising this is often advanced in terms of the proportion of curriculum time required for different subjects. Arguments for STEAM education, whilst apparently challenging this and valuing the potential of the arts, have reinforced its servant role. Drawing on research into a particular project, where the perspectives of the arts and sciences inform and enrich how the other is experienced and understood, we reframe this problem. Firstly, drawing on Massey's conception of space-time, we argue that one can conceive of more than one subject occupying the same curricular space on a school timetable. Secondly, informed by Geertz, we consider what the culture of the arts and the sciences offers, suggesting that this appears to reflect what teachers have valued. We argue that foregrounding the culture of school subjects, and particularly the culture of the arts, as part of a multicultural frame can facilitate rich and engaging educational experiences. Rather than being positioned as competing for time or status in the curriculum, a focus on culture emphasises how the coexistence and interplay of multiple subjects broadens, develops and thus enriches children's educational experience. It also enables a different conception of, and thus role for, the arts in schooling.

In late industrial economies, STEM education in schools has significant political support. In rec... more In late industrial economies, STEM education in schools has significant political support. In recent years interest has been shown in bringing ‘the arts’ into some integration with STEM practices; the ‘STEAM agenda’. A recent review of the STEAM literature and practices in the UK struggled with the difficulty of developing a coherent and meaningful account of the STEAM literature as a whole. This review noted that the majority of the literature was concerned with pedagogy and only to a limited extent with issues underpinning the purposes of education. In this paper we consider, through the lens of curriculum theory and use of a specific case study, three of these underpinning issues: the place of the arts, the rejection of monodisciplinarity and value of new conceptions of science. Whilst making sense of STEAM literature and practice is difficult, we argue that there is a need of a more nuanced analysis of these issues which challenges an easy political accommodation; pays attention...

In late industrial economies, STEM education in schools has significant political support. In rec... more In late industrial economies, STEM education in schools has significant political support. In recent years interest has been shown in bringing ‘the arts’ into some integration with STEM practices; the ‘STEAM agenda’. A recent review of the STEAM literature and practices in the UK struggled with the difficulty of developing a coherent and meaningful account of the STEAM literature as a whole. This review noted that the majority of the literature was concerned with pedagogy and only to a limited extent with issues underpinning the purposes of education. In this paper we consider, through the lens of curriculum theory and use of a specific case study, three of these underpinning issues: the place of the arts, the rejection of monodisciplinarity and value of new conceptions of science. Whilst making sense of STEAM literature and practice is difficult, we argue that there is a need of a more nuanced analysis of these issues which challenges an easy political accommodation; pays attention...

Http Dx Doi Org 10 1080 13636820 2013 783615, May 16, 2013

Contemporary Policy and Practice, 2012

Short summary of a recent chapter with a little more location of it in relation to practice.

A consideration of the the phatic aspects of contemporary internet associated technologies, and t... more A consideration of the the phatic aspects of contemporary internet associated technologies, and the implications for e-learning. Drawing on emerging analysis of phatic communion, and technobiophilia, I explore three sociable aspects of contemporary e-learning practice: sociable technologies, especially tablets, sociable platforms, and the rise of the unter-geek academic tutor, I propose an 'existentialist reading of the iPad moving from 'functioning' to 'becoming'.
This is version of a paper presented at a day conference on 'Humanising on line learning'.

Hopkins (2013) sets out an argument for a renewal of citizenship education within the further and... more Hopkins (2013) sets out an argument for a renewal of citizenship education within the further and adult education sector. It is a passionate and wide ranging argument concerned with the development of democratic skills, changes to institutional structures, and the promotion of student-practitioners' understand of their role in the wider society. Amongst a range of theoretical perspectives Hopkins draws on Alasdair MacIntyre's account of social practices (MacIntyre, 1985). Whilst having reservations about MacIntyre's applicability to/in a modern liberal democracy, Hopkins nevertheless employs, at critical points, a broadly practices-based analysis to the development of citizenship education.

In this paper I critique and develop Hopkins' use of MacIntyre. I argue that Hopkins is too selective in his use of MacIntyre's thesis in 'After Virtue'; in particular in relation to three elements:
1. MacIntyre offers a more sophisticated contribution to the liberal/communitarian debate, and especially is less tied to a traditionalist account of society than Hopkins claims.
2. There is a social practices account of 'citizenship', which clarifies and enhances Hopkins' conclusions.
3. There is a more detailed relationship to be explored between occupation role and social good.

In concluding I offer more finely grained account of a 'MacIntyre inspired' citizenship education for students on vocational courses/apprenticeships in further education.

Hopkins, N. (2013) Citizenship and Democracy in Further and Adult Education, Springer,
MacIntyre, A. (1985) After Virtue (2nd edition), Duckworth, London

Other Education, Jan 2015

UK law requires that all children must undergo a period of “suitable education,” provided by a sc... more UK law requires that all children must undergo a period of “suitable education,” provided by a school “or otherwise.” This compulsion is resourced by an increasingly complex education system of institutions. A small group of parents, however, explore and utilise educational spaces beyond, and distinct from the school to educate their children. Despite its size this group has become a matter of considerable political interest, focused on the limitations of state agents to act to ensure that a suitable education is being provided. A particular complication in this debate is the lack of a consensus on what a suitable education would look like. In this paper, I focus on framing a defensible account of a suitable education. I want to make two sets of claims. The first is that the UK State has three distinct tasks in relation to the education of children, each task places a different requirement on the action of the State and makes a different contribution to any definition of a suitable education. The second is that there is a robust theoretical debate concerning what “education” looks like. I argue that whilst this does not allow us to specify a suitable education in detail, nevertheless we can be more specific than case law presently expresses. http://www.othereducation.org/index.php/OE/article/view/84/98

I argue that the localism agenda in England requires healthy communities. These are characterised... more I argue that the localism agenda in England requires healthy communities. These are characterised by partiality, cooperation and intelligibility. The development of these characteristics requires a different account of community development to the one in the ascendant in the 'new labour' years.

British Journal of Educational Studies, 2013

Winner of the 2015 Grawemeyer Award in Education! In this latest and most important collaboration... more Winner of the 2015 Grawemeyer Award in Education! In this latest and most important collaboration, renowned educators Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders. This is a book that no one connected with schools can afford to ignore.

Ethics and Education, 2016

Youth work is deemed to require a distinctive commitment to ethical behaviour from the adults inv... more Youth work is deemed to require a distinctive commitment to ethical behaviour from the adults involved. This is expressed in the requirements for the initial education of workers, in the subject benchmarks and national expectations for youth workers. A significant influence in this debate is Howard Sercombe (2010). Sercombe seeks a substantive framework for youth work ethics. The project offers clear potential benefits alongside equally great dangers. His platform is an integration of two foundations: a particular definition of youth work, and a particular account of what it means to be 'a profession'. I argue that both foundations are flawed, and potentially harmful to practice and policy. At the heart of Sercombe's account, however, is a focus on youth work as based on a 'covenantal relation of trust between youth workers and young person'. This insight, submerged and marginalized, does offer a substantive foundation for youth work ethics.

British Educational Research Journal, 2021

The arts are recognised for their potential to humanise and enrich educational experience, but ho... more The arts are recognised for their potential to humanise and enrich educational experience, but hold a lowly position in the hierarchy of school subject-based curricula. This limits the time, and thus the influence, they can have. Whilst schools welcome the idea of a curriculum rich with both arts and science subjects, resistance to realising this is often advanced in terms of the proportion of curriculum time required for different subjects. Arguments for STEAM education, whilst apparently challenging this and valuing the potential of the arts, have reinforced its servant role. Drawing on research into a particular project, where the perspectives of the arts and sciences inform and enrich how the other is experienced and understood, we reframe this problem. Firstly, drawing on Massey's conception of space-time, we argue that one can conceive of more than one subject occupying the same curricular space on a school timetable. Secondly, informed by Geertz, we consider what the culture of the arts and the sciences offers, suggesting that this appears to reflect what teachers have valued. We argue that foregrounding the culture of school subjects, and particularly the culture of the arts, as part of a multicultural frame can facilitate rich and engaging educational experiences. Rather than being positioned as competing for time or status in the curriculum, a focus on culture emphasises how the coexistence and interplay of multiple subjects broadens, develops and thus enriches children's educational experience. It also enables a different conception of, and thus role for, the arts in schooling.

In late industrial economies, STEM education in schools has significant political support. In rec... more In late industrial economies, STEM education in schools has significant political support. In recent years interest has been shown in bringing ‘the arts’ into some integration with STEM practices; the ‘STEAM agenda’. A recent review of the STEAM literature and practices in the UK struggled with the difficulty of developing a coherent and meaningful account of the STEAM literature as a whole. This review noted that the majority of the literature was concerned with pedagogy and only to a limited extent with issues underpinning the purposes of education. In this paper we consider, through the lens of curriculum theory and use of a specific case study, three of these underpinning issues: the place of the arts, the rejection of monodisciplinarity and value of new conceptions of science. Whilst making sense of STEAM literature and practice is difficult, we argue that there is a need of a more nuanced analysis of these issues which challenges an easy political accommodation; pays attention...

In late industrial economies, STEM education in schools has significant political support. In rec... more In late industrial economies, STEM education in schools has significant political support. In recent years interest has been shown in bringing ‘the arts’ into some integration with STEM practices; the ‘STEAM agenda’. A recent review of the STEAM literature and practices in the UK struggled with the difficulty of developing a coherent and meaningful account of the STEAM literature as a whole. This review noted that the majority of the literature was concerned with pedagogy and only to a limited extent with issues underpinning the purposes of education. In this paper we consider, through the lens of curriculum theory and use of a specific case study, three of these underpinning issues: the place of the arts, the rejection of monodisciplinarity and value of new conceptions of science. Whilst making sense of STEAM literature and practice is difficult, we argue that there is a need of a more nuanced analysis of these issues which challenges an easy political accommodation; pays attention...

Http Dx Doi Org 10 1080 13636820 2013 783615, May 16, 2013

Contemporary Policy and Practice, 2012

Short summary of a recent chapter with a little more location of it in relation to practice.

A consideration of the the phatic aspects of contemporary internet associated technologies, and t... more A consideration of the the phatic aspects of contemporary internet associated technologies, and the implications for e-learning. Drawing on emerging analysis of phatic communion, and technobiophilia, I explore three sociable aspects of contemporary e-learning practice: sociable technologies, especially tablets, sociable platforms, and the rise of the unter-geek academic tutor, I propose an 'existentialist reading of the iPad moving from 'functioning' to 'becoming'.
This is version of a paper presented at a day conference on 'Humanising on line learning'.

Hopkins (2013) sets out an argument for a renewal of citizenship education within the further and... more Hopkins (2013) sets out an argument for a renewal of citizenship education within the further and adult education sector. It is a passionate and wide ranging argument concerned with the development of democratic skills, changes to institutional structures, and the promotion of student-practitioners' understand of their role in the wider society. Amongst a range of theoretical perspectives Hopkins draws on Alasdair MacIntyre's account of social practices (MacIntyre, 1985). Whilst having reservations about MacIntyre's applicability to/in a modern liberal democracy, Hopkins nevertheless employs, at critical points, a broadly practices-based analysis to the development of citizenship education.

In this paper I critique and develop Hopkins' use of MacIntyre. I argue that Hopkins is too selective in his use of MacIntyre's thesis in 'After Virtue'; in particular in relation to three elements:
1. MacIntyre offers a more sophisticated contribution to the liberal/communitarian debate, and especially is less tied to a traditionalist account of society than Hopkins claims.
2. There is a social practices account of 'citizenship', which clarifies and enhances Hopkins' conclusions.
3. There is a more detailed relationship to be explored between occupation role and social good.

In concluding I offer more finely grained account of a 'MacIntyre inspired' citizenship education for students on vocational courses/apprenticeships in further education.

Hopkins, N. (2013) Citizenship and Democracy in Further and Adult Education, Springer,
MacIntyre, A. (1985) After Virtue (2nd edition), Duckworth, London

Other Education, Jan 2015

UK law requires that all children must undergo a period of “suitable education,” provided by a sc... more UK law requires that all children must undergo a period of “suitable education,” provided by a school “or otherwise.” This compulsion is resourced by an increasingly complex education system of institutions. A small group of parents, however, explore and utilise educational spaces beyond, and distinct from the school to educate their children. Despite its size this group has become a matter of considerable political interest, focused on the limitations of state agents to act to ensure that a suitable education is being provided. A particular complication in this debate is the lack of a consensus on what a suitable education would look like. In this paper, I focus on framing a defensible account of a suitable education. I want to make two sets of claims. The first is that the UK State has three distinct tasks in relation to the education of children, each task places a different requirement on the action of the State and makes a different contribution to any definition of a suitable education. The second is that there is a robust theoretical debate concerning what “education” looks like. I argue that whilst this does not allow us to specify a suitable education in detail, nevertheless we can be more specific than case law presently expresses. http://www.othereducation.org/index.php/OE/article/view/84/98

I argue that the localism agenda in England requires healthy communities. These are characterised... more I argue that the localism agenda in England requires healthy communities. These are characterised by partiality, cooperation and intelligibility. The development of these characteristics requires a different account of community development to the one in the ascendant in the 'new labour' years.

Education, Ethics and Experience is a collection of original philosophical essays celebrating the... more Education, Ethics and Experience is a collection of original philosophical essays celebrating the work of one of the most influential philosophers of education of the last 40 years. Richard Pring’s substantial body of work has addressed topics ranging from curriculum integration to the comprehensive ideal, vocational education to faith schools, professional development to the privatisation of education, moral seriousness to the nature of educational research.

The twelve essays collected here explore and build on Pring’s treatment of topics that are central to the field of philosophy of education and high on the agenda of education policy-makers. The essays are by no means uncritical: some authors disagree sharply with Pring; others see his arguments as useful but incomplete, in need of addition or amendment. But all acknowledge their intellectual debt to him and recognise him as a giant on whose shoulders they stand.

This book will be a welcome and lively read for educational academics, researchers and students of Educational Studies and Philosophy.