Considerate, convivial and capacious? Finding a language to capture ethos in ‘creative’ schools

Bragg, Sara; Manchester, Helen

doi:10.1080/01596306.2016.1227302

Cited by 6 publications

(5 citation statements)

References 33 publications

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“…This example may shed light on many factors that contribute not only to successful RSE but also to appropriate teaching for and about consent. These extend from leadership, championing and prestige of the subject and stable, trained staffing, to more intangible questions about consideration of staff and student well-being and convivial relations between and among staff and students (Bragg and Manchester 2017;Markham and Aveyard 2003). More specifically, the school ethos itself modelled consent in its processes and decisions about RSE delivery.…”

Section: Findings 6: the Significance Of Context To Teaching Consentmentioning

confidence: 99%

Dilemmas of school-based relationships and sexuality education for and about consent

Bragg¹,

Ponsford

Meiksin

et al. 2020

Sex Education

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In 2018, reflecting in this journal on the arrival of the 'age of consent' into sexuality education, Jen Gilbert questioned what would happen to a concept drawn in part from legal contexts, but partly also driven by the passion of feminist activists, when it met the demands and logics-the learning outcomes and lesson plansof the classroom. This article offers one response, drawing on qualitative data from two whole-school sexual health programmes, Positive Choices and Project Respect, piloted in secondary schools in England between 2017 and 2019. It describes how each addressed the issue of consent and focuses on specific 'moments' that illuminate some of the challenges of doing so for both staff and students. Our analyses aim to contribute to the practice of relationships and sexuality education in schools by helping educators to anticipate, understand and therefore better address the dilemmas that teaching for and about consent might encounter. We argue that these dilemmas relate both to broader (and gendered) ideas of consent and entitlement, and to issues specific to schools. However, we also argue that a more theorised account of the school enables us to identify the minor achievements that are nonetheless possible.

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Section: Findings 6: the Significance Of Context To Teaching Consentmentioning

confidence: 99%

Dilemmas of school-based relationships and sexuality education for and about consent

Bragg¹,

Ponsford

Meiksin

et al. 2020

Sex Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…The terms ‘ethos’ and ‘culture’ are often used synonymously. This suggests a widespread understanding of their meanings which is unwarranted (Bragg & Manchester, 2017; Donnelly, 2000; Graham, 2012; Solvason, 2005). In relation to ethos, Donnelly (2000) identifies two broad viewpoints.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Schein (1992) outlines several layers of organisational culture in terms of values, expected norms of behaviours and so on which can influence the actions and patterns of behaviour of those in the organisation. In a school, this might refer to the culture of the classroom, the level and quality of collaborative practices among teaching staff, listening to the voice of students and so on, and this also has a basis in the literature (Bragg & Manchester, 2017; Davies & Ryan, 2014; Learoyd-Smith, & Daniels, 2014; Mowat, 2009; Prunty et al, 2012; Solvason, 2005). Furner and Mc Culla (2018) refer to school culture as relating to a more informal social dimension, which exists in the context of the school’s values and beliefs.…”

Section: Literature Reviewmentioning

confidence: 99%

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

Keon

2020

Improving Schools

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The use of ‘soft barriers’ to deter students with special educational needs (SEN) from accessing some schools has been reported in the Irish media. This article investigates the influence of ethos and culture on access to and inclusive practice in mainstream schools in Ireland. Ethos and culture are nebulous concepts yet are integral to how schools operate, how they present themselves and how they are perceived by the public. Findings from a small-scale, qualitative research study are used to illustrate this. In the study, the understandings and attitudes of principals, special education teachers and guidance counsellors in mainstream schools in relation to students with Social, Emotional and Behavioural Difficulties (SEBD) are investigated through the use of questionnaires and semi-structured interviews. In line with international experiences, an argument is presented suggesting that many sections of the education system in Ireland, while seemingly having been irrevocably transformed in response to national policy on inclusion, preserve very traditional structures, organisation and attitudes due to issues of ethos and culture remaining largely unchallenged in the inclusion debate. This phenomenon appears to have greater impact at post-primary level. Cosmetic, surface-level changes impede meaningful, systemic change in terms of access and inclusive practice.

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“…A school ethos reaches far beyond the motto emblazoned on uniforms and websites. As Bragg & Manchester (, 865) observe, ethos is used to drive the performance of teachers and students. If ‘ethos’ is defined as an ethical and discursive framework for interpersonal relation, this framework may be interpreted and adapted according to the perceived needs of the school.…”

Section: Adjustments In Ethosmentioning

confidence: 99%

“…It can also potentially be adjusted in the adaptations of practitioners. In a Foucauldian ‘nuanced understanding of power relations’ (Bragg & Manchester , 867), there could be an investigation of creative adaptation. For art teachers there may still be registered differences between school ethos, department ethos and own ethos in practice.…”

Section: Adjustments In Ethosmentioning

confidence: 99%

Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox

Matthews¹

2019

Int J Art Design Ed

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Addressing changes in conditions for practitioners that can be related to education policy in England and Wales since 2010, this article presents issues faced by teachers of art and design and their responses in practice. The current insistence on transparency in education emerges through policy that audits performativity, in a limiting skills bank. Practitioners in art and design are particularly affected by what I term ‘the transparency‐exclusion paradox’, as they battle to maintain the subject area and are ‘othered’ by the English Baccalaureate and Progress 8. I will discuss an emergent ‘ethos of ambiguity’ among artist‐teachers and contemporary artists, with a theoretical basis informed by Beauvoir and Foucault. Empirical data from research participants will be evidenced, to explore strategies of response in inclusive social practice. This article adds to literature that considers the effects of policy in implementation and it contributes to research on creative expressions of ambiguity in the arts.

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Considerate, convivial and capacious? Finding a language to capture ethos in ‘creative’ schools

Cited by 6 publications

References 33 publications

Dilemmas of school-based relationships and sexuality education for and about consent

Dilemmas of school-based relationships and sexuality education for and about consent

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox

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