title: Review: Salon

authors: Houlahan, Mark

subjects: Salon

abstract: Salon was a welcome local attempt at exploiting the theatre potential of non-traditional theatre spaces. A salon is a great choice: so much potential for narcissism and display. The hot lights, the big mirrors. Everything is on display.

text: Review: Salon Salon was a welcome local attempt at exploiting the theatre potential of non-traditional theatre spaces. A salon is a great choice: so much potential for narcissism and display. The hot lights, the big mirrors. Everything is on display.

year: 2010

title: Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools

authors: Lupton, Ruth

subjects: schools

abstract: Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle-class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings.

text: Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle-class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings.

year: 2013

title: Te whanau o te maungarongo hikoi: Maori practice in motion (3 July 2006 to 9 July 2006)

authors: Gilgen, Maynard

subjects: Maori

abstract: What you are about to read is, in the main, a narrative. This narrative is designed to do two things. On one level it simply provides an explanation of how Puti and John Snowden used the funding received for this project. This document is therefore a demonstration of their accountability for the monies received. On another, far deeper, level this document operates to demonstrate to the reader the real power of the traditional concepts of whanaungatanga, whakapapa, tikanga, wairua, and manaakitanga. The adults, youths and elders who embarked on this journey had experiences that are not easily explained in written form. This document must try to achieve this task, and only a narrative that attempts to show these traditional concepts in action can do it.

text: Te whanau o te maungarongo hikoi: Maori practice in motion (3 July 2006 to 9 July 2006) What you are about to read is, in the main, a narrative. This narrative is designed to do two things. On one level it simply provides an explanation of how Puti and John Snowden used the funding received for this project. This document is therefore a demonstration of their accountability for the monies received. On another, far deeper, level this document operates to demonstrate to the reader the real power of the traditional concepts of whanaungatanga, whakapapa, tikanga, wairua, and manaakitanga. The adults, youths and elders who embarked on this journey had experiences that are not easily explained in written form. This document must try to achieve this task, and only a narrative that attempts to show these traditional concepts in action can do it.

year: 2008