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Enrolments in school arts subjects are falling in both England and Australia. There are various arguments made in an attempt to reverse the situation. The arts are said to be vital for the economy, linked to success in core school subjects, are educationally inclusive and important for their disciplinary knowledges. In this paper, based on my Radford lecture, I canvass these arguments, concluding that arts education, like the arts themselves, are complex and refuse simple reductions. I speculate about what this might mean for the arts and broader education research community.

Changing Schools places educational and social aims at the centre of a discussion of educational change. It draws on forteen case studies to explore school change which is oriented towards social justice and democracy. In an age of global mobility, economic polarization and unprecedented environmental and cultural challenges, the education of all children and young people to higher levels has become a key issue of international policy. Educational reform in such a context requires a serious rethinking and reworking of school and classroom practices. Social justice is integral to the challenge of raising standards, since this requires removing the ongoing influence of poverty on school success. This thoughtful book presents new thinking and practice for bringing about school change, drawn from diverse contexts around the world. It distils and compares the experiences and theories-in-action of engaged teachers, school principals and academics. It seeks to challenge the dominance that human capital theories of school improvement currently hold on policy making. The authors draw on contemporary innovations in practice and theory and also long-standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving of and implementing school change, the collection bases its findings on values of equality and global citizenship. It shows how schools can work to make different languages, knowledge, narratives, and truths integral to the mainstream curriculum, everyday pedagogy, assessment and general culture of the school. Changing Schools is directed at all who are concerned with progressive school change and the promotion of democratic citizenship and social justice. It will prove an invaluable source of inspiration for all involved in schools, including teachers, head teachers, policy makers, and those currently studying for school leadership positions.

The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realising young people's potential. Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research. Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists. Sections include: a general introduction to the field of creative learning arts learning traditions, with sub sections on discrete art forms such as drama and visual art accounts of practice from artist-teacher partnerships whole school change and reforms curriculum change assessment evaluative case studies of impact and effect global studies of policy change around creative learning.

In the contemporary world it is clear that the need to study beyond Masters Level is increasing in importance for a wide range of practitioners in diverse professional settings. Students across the world are choosing doctorates not only to become career academics, but to go beyond the academic arena, in order to make a personal and educational, as well as an economic investment, in their workplace careers and their lives. However for many doctoral students, both full-time and part-time, navigating the literature and key issues surrounding doctoral research can often be a challenge. Bringing together contributions from key names in the international education arena, The Routledge Doctoral Student’s Companion is a comprehensive guide to the literature surrounding doctorates, bringing together questions, challenges and solutions normally scattered over a wide range of texts. Accessible and wide-ranging, it covers all doctoral students need to know about: what doctoral education means in contemporary practice forming an identity and knowledge as a doctoral student the big questions which run throughout doctoral practice becoming a researcher the skills needed to conduct research integrating oneself into a scholarly community. Offering an extensive and rounded guide to undertaking doctoral research in a single volume, this book is essential reading for all full-time and part-time doctoral students in education and related disciplines. Pat Thomson is Professor of Education at the University of Nottingham, and an Adjunct Professor at the University of South Australia and a Visiting Professor at Deakin University, Victoria, Australia. Melanie Walker is Professor of Higher Education at the University of Nottingham, and is also Extraordinary Professor at the University of the Western Cape, South Africa. Part I Introduction Why the doctoral companions? Pat Thomson & Melanie Walker 1. The changing nature of the doctorate and doctoral students Pat Thomson & Melanie Walker Part II Becoming and being a doctoral student 2. Ignorance in educational research - How not knowing shapes new knowledge? Jon Wagner 3. When qualitative meets quantitative: Conversations about the nature of knowledge Erica McWilliam & Jennifer Pei-Ling Tan 4. Interdisciplinarity and transdisciplinarity - Diverse purposes of research: theory-oriented, situation-oriented, policy-oriented Des Gasper 5. The necessity and violence of theory Stephen J. Ball 6. Bringing theory to doctoral research Kalervo N. Gulson & Robert J. Parkes 7. Seeking the single thread: the Conceptual Quest Feng, Su, Jon Nixon and Bob Adamson 8. Theory and narrative in the production of knowledge Jean Barr 9. Making sense of supervision: Deciphering feedback Anthony Paré 10. Entering the gates of the elect: obtaining the doctorate in education in South Africa Crain Soudien 11. Weaving the threads of doctoral research journeys Jerry Wellington Part III Coming to terms with research practice 12. Its been said before and we’ll say it again – research is writing Pat Thomson & Barbara Kamler 13. Getting to grips with research in education and the social sciences - Research questions: what’s worth asking and why? John Pryor 14. Research questions: What’s worth asking and why? Andrew Brown 15. There is no golden key’: overcoming problems with data analysis in qualitative research Helen Colley 16. Dealing with analysis Ann-Marie Bathmaker 17. Researching with large datasets: learning to think big when small is beautiful Andy Noyes 18. Doing data analysis Stephen Gorard 19. Argumentation and the Doctoral Thesis: theory and practice Monica McLean 20. Writing research Maria Piantanida & Noreen B. Garman 21. 'Guilty knowledge' - the (im)possibility of ethical security in social science research- qualitative research: ethics in the swamplands Kevin Williams 22. Dangerous reflexivity: rigor, responsibility, and reflexivity in qualitative research Wanda S. Pillow 23. Emotions and being a doctoral student Chaya Herman Part IV Making a contribution to knowledge 24. Quality agenda and doctoral work: The tactic, the new agendas, the changing contexts Lyn Yates 25. Generating practitioner knowledge through practitioner action research: moving from local to public knowledge Gary L. Anderson & Kathryn Herr 26. Coyote and Raven talk about equivalency of other/ed knowledges in research Peter Cole & Pat O’Riley 27. Knowledge in context: Whose knowledge and for what context? Qing Gu 28 . Open access and the ongoing transformation of scholarly publishing: A guide for doctoral students Robert Lucas & John Willinsky 29. Inner university, knowledge workers, and limitality Tomasz Szkudlarek 30. Global students for global education research? Ian Menter, Joana da Silveira & Radhika Gorur 31. The impact of research on education policy: the relevance for doctoral researchers Bob Lingard Part V Conclusion 32. Last words: why doctoral study? Pat Thomson & Melanie Walker

Accompanying The Routledge Doctoral Student’s Companion this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters: frame important questions within the history of debates act as a road map through international literatures make suggestions for good practice raise important questions and provide answers to key pedagogical issues provide advice on enabling students’ scholarly careers and identities. While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are. Part I Introduction Why the doctoral companions? Melanie Walker and Pat Thomson Notes on Contributors Illustrations (Tables/Figures) Using this book 1. The changing nature of the doctorate and doctoral students Pat Thomson and Melanie Walker Part II: Supervision as pedagogy/ies 2. Doctoral education as ‘capability formation’ Melanie Walker 3. Perhaps I should be more proactive in changing my own supervisions': student agency in 'doing supervision Jackie Goode 4. From poster to PhD: the evolution of a literature review Kerryn Dixon and Hilary Janks 5. Understanding doctoral research for professional practitioners Terry Evans 6. Critical transcultural exchanges: educational development for supervisors Catherine Manathunga 7. Negotiating the layered relations of supervision Barbara M. Grant 8. Adapting signature pedagogies in doctoral education: The case of teaching how to work with the literature Chris M. Golde Part III: Challenges in supervision pedagogy/ies 9. Supervising part-time doctoral students: issues and challenges Jacqueline H. Watts 10. Supervising part-time doctoral students Terry Evans 11. Fortunate travellers: learning from the multiliterate lives of doctoral students Sue Starfield 12. Internationalization of higher education: challenges for the doctoral supervisor Anna Robinson-Pant 13. International Students and Doctoral Studies in Transnational Spaces Fazal Rizvi 14. The doctorate in the life course Diana Leonard 15. Rhythms of place: Time and space in the doctoral experience Sue Middleton 16. Global social justice, critical policy, and doctoral pedagogical spaces Elaine Unterhalter 17. Coming to terms with research practice - Riding the emotional rollercoaster of doctoral research studies Angus Morrison-Saunders, Susan A. Moore, Michael Hughes and David Newsome 18. Doctoral education in global times - ‘Scholarly quality’ as practical ethics in research Terri Seddon 19. The truth is not out there: becoming ‘undetective’ in social and educational inquiry - Crime fiction and social inquiry: intertextual continuities Noel Gough 20. A personal reflection on doctoral supervision from a feminist perspective Miriam E. David 21. Writing in, writing out: Doctoral writing as peer work Claire Aitchison and Alison Lee 22. Creating discursive and relational communities through an international doctoral student exchange Julie McLeod and Marianne Bloch 23. The relationship between doctoral students’ approach to research and experiences of their research environment Keith Trigwell 24. Educating the doctoral student: don’t forget the teaching Tony Harland Pat Thomson is Professor of Education at the University of Nottingham, and an Adjunct Professor at the University of South Australia and a Visiting Professor at Deakin University, Victoria, Australia. Melanie Walker is Professor of Higher Education at the University of Nottingham, and is also Extraordinary Professor at the University of the Western Cape, South Africa.

Schools in England are now being encouraged to ‘personalise’ the curriculum and to consult students about teaching and learning. This article reports on an evaluation of one high school which is working hard to increase student subject choice, introduce integrated curriculum in the middle years and to improve teaching and learning while maintaining a commitment to inclusive and equitable comprehensive education. The authors worked with a small group of students as consultants to develop a ‘student's‐eye’ set of evaluative categories in a school‐wide student survey. They also conducted teacher, student and governor interviews, lesson and meeting observations, and student ‘mind‐mapping’ exercises. In this article, in the light of the findings, the authors discuss the processes they used to work jointly with the student research team, and how they moved from pupils‐as‐consultants to pupils‐as‐researchers, a potentially more transformative/disruptive practice. They query the notion of ‘authentic student voice’ and show it as discursive and heterogeneous: they thus suggest that both a standards and a rights framings of student voice must be regarded critically.

Across the developed world, pregnant and mothering teenagers are the subject of public concern and debate. Initiatives which target these young women, such as the UK's 10-year national campaign to reduce teenage conceptions and increase participation in education, employment and training, has ensured that they have remained high on the policy agenda and consequently, also in public consciousness. Alongside this, sensationalised media coverage of exceptional cases, as illustrated above, also ensures their high visibility. This paper challenges common perceptions about teenage motherhood by highlighting important aspects of young mothers' experiences that are marginalised within dominant representations. Drawing on the experiences of a small group of teenage mothers in England the authors examine how the mothers responded to dominant discourses about teenage motherhood and what impact it had on their day-to-day lives. The authors reveal how these motherhood experiences were made more difficult because of the stigmatised representations. The authors show that the mothers are not the feckless, unmotivated young women that they are portrayed to be, but rather, are often doing the best they can in circumstances that are far from ideal. The authors use the notion of discourse to situate their argument and they begin by briefly outlining how they use this term. [Author abstract]

School systems worldwide wrestle with school leader recruitment, preparation and retention challenges. This article presents and discusses findings from the Researching Sustainable School Leadership project, which shows that while most leaders value the leadership development opportunities they receive, most headteachers do not feel fully prepared when they first take on the role. Meanwhile, the task of leading schools is becoming more complex and challenging. Drawing on Shulman’s notion of signature pedagogies, we examine the extent to which the national headship preparation programmes in England (National Professional Qualification for Headship) and Scotland (Into Headship) equip newly appointed headteachers to think, perform and act as professionals. We argue that there is no overarching signature pedagogy for headship preparation common to both programmes. Instead, we suggest that the programmes represent distinct ‘national’ signature pedagogies. The National Professional Qualification for Headship prioritises domain-specific knowledge, while Into Headship seeks to balance leadership knowledge with wider aspects, including self-awareness and professional values. The programmes have deep and implicit structures which reflect and reinforce the two national systems: England’s emphasis on ‘what works’ and school effectiveness, and Scotland’s commitment to partnership and ethical, place-based education. The article concludes by highlighting the importance of experience for leadership formation and socialisation, asking whether and how prospective headteachers could be helped to better curate and reflect on their experiences of leading.

It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students. 1. Introduction Pat Thomson and Julian Sefton Green Section I: What are the Practices of Creative Learning? 2. Capturing the ‘Plaid’ Moment John Churchley 3. From the Other Side of the Fence Interview with Tony Lyng 4. What’s with the Artist? Emily Pringle 5. Supporting Schools to do Action Research into Creative Learning Interview with Pat Cochrane and Pete McGuigan 6. Towards the Creative Teaching of Mathematics Malcolm Swan Section II: Can Researchers ‘See’ Creative Learning and Can Their Research Help Others to 'See' It? 7. A Conversation with Kathleen Gallagher 8. The Promise of Ethnography for Exploring Creative Learning Geoff Troman and Bob Jeffrey 9. \"Now it’s up to us to interpret it\": ‘Youth Voice’ and Visual Methods Sara Bragg 10. When Only the Visual Will Do Pat Thomson 11. Less Elusive, More Explicit Erica McWilliam, Shane Dawson and Jennifer Tan 12. Snapshots and Portraits Christine Hall, Ken Jones and Pat Thomson Section III: Can Creative Learning Be Measured and Evaluated? 13. Interview with John Harland 14. Quantitative Research on Creativity Mark Runco, Nur Cayirdag and Selcuk Acar 15. From Voice to Choice Tony Cotton 16. Research Methods for Web Two Dot Whoah Elizabeth Soep 17. Baselines and Mosaics David Parker and Naranee Ruthra-Rajan Pat Thomson is Professor of Education at the University of Nottingham, UK, an Adjunct Professor at the University of South Australia and a Visiting Professor at Deakin University, Australia. Julian Sefton-Green is an independent consultant and researcher working in education and the cultural and creative industries. He is Special Professor of Education at the University of Nottingham, UK. \"This book makes a valuable contribution to the literature on research methodology, providing insightful and productive guidance on how creative learning might be studied and documented with diverse educational aims in mind.\" - International Journal of Education & the Arts, August 2011 .