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Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement
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Building Bridges Through Performance and Decision-making: Schools, Research and Public Engagement

Author: Nicky Gregson Affiliation: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins Affiliation: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton Affiliation: High Storrs School, Sheffield, UK; Julie Mackenzie Affiliation: High Storrs School, Sheffield, UK; Juanita Shepherd Affiliation: Geographical Association (Sheffield and District Branch), Sheffield, UK
Edition/Format: Article Article : English
Publication:Antipode, v44 n2 (March 2012): 343-364
Database:Wiley Online Library
Other Databases: WorldCatBritish Library Serials
Summary:
Abstract:  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year-long research-based collaboration with school teachers and their students involving performance work and the development of decision-making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value  Read more...
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Document Type: Article
All Authors / Contributors: Nicky Gregson Affiliation: Department of Geography, University of Sheffield, Sheffield, UK; Helen Watkins Affiliation: Formerly Department of Geography, University of Sheffield, now Glasgow Museums Resource Centre, South Nitshill, Glasgow, UK; Lindsey Broughton Affiliation: High Storrs School, Sheffield, UK; Julie Mackenzie Affiliation: High Storrs School, Sheffield, UK; Juanita Shepherd Affiliation: Geographical Association (Sheffield and District Branch), Sheffield, UK
ISSN:0066-4812
Language Note: English
Unique Identifier: 5154724820
Notes: Number of Figures: 5
Number of Tables: 1
Number of References: 65
Awards:

Abstract:

Abstract:  This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year-long research-based collaboration with school teachers and their students involving performance work and the development of decision-making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value

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