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Allan, J
Alternative names
Publications (10 of 17) Show all publications
Harwood, V. & Allan, J. (2014). Psychopathology at school: Theorizing mental disorders in education. London: Routledge
Open this publication in new window or tab >>Psychopathology at school: Theorizing mental disorders in education
2014 (English)Book (Other academic)
Place, publisher, year, edition, pages
London: Routledge, 2014
Keywords
mental disorders, education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3678 (URN)2320/12979 (Local ID)0415810426 (ISBN)2320/12979 (Archive number)2320/12979 (OAI)
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2017-11-19Bibliographically approved
Fox, A. & Allan, J. (2013). Doing reflexivity: Moments of unbecoming and becoming. International Journal of Research and Method in Education, 37(1)
Open this publication in new window or tab >>Doing reflexivity: Moments of unbecoming and becoming
2013 (English)In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 37, no 1Article in journal (Refereed) Published
Abstract [en]

This paper offers an account of a reflexive ‘trip’ undertaken by a professional doctoral student and her supervisor. It presents a series of vignettes which offer an account of unbecomings and becomings encountered by the student. Making use of a dialogic approach in which the supervisor responds to the student, we suggest this method of data collection might offer an innovative approach which goes beyond simple recollection to enable a deeper level of reflexive action. In so doing, we have identified three lines along which reflexivity appears to have been practised: conceptual, ethical and performative. These expose reflexivity as partial, fragmented and dynamic.

Place, publisher, year, edition, pages
Routledge, 2013
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8223 (URN)10.1080/1743727X.2013.787407 (DOI)2320/12966 (Local ID)2320/12966 (Archive number)2320/12966 (OAI)
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-12-01Bibliographically approved
Biesta, G., Allan, J. & Edwards, R. (Eds.). (2013). Making a difference in theory: The theory question in education and the education question in theory. London: Routledge
Open this publication in new window or tab >>Making a difference in theory: The theory question in education and the education question in theory
2013 (English)Collection (editor) (Other academic)
Abstract [en]

Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational research and practice. The book discusses the different roles theory plays, can play and should play, both from a historical perspective and in light of contemporary discussions and developments. Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising provides original insights in what theory does, might do or should do in educational research and practice. With contributions from internationally renowned authors in the field of educational theory, research and practice, the book will be of value to academics, researchers and postgraduate students in education.

Place, publisher, year, edition, pages
London: Routledge, 2013
Keywords
education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3676 (URN)2320/12937 (Local ID)978-0-415-65694-8 (ISBN)2320/12937 (Archive number)2320/12937 (OAI)
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2017-11-16Bibliographically approved
Allan, J. & Harwood, V. (2013). Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland. British Journal of Sociology of Education
Open this publication in new window or tab >>Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland
2013 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, ISSN ISSN 0142-5692, EISSN 1465-3346Article in journal (Refereed) Published
Abstract [en]

The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-de fi cit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children ’ s behaviour and revealed a number of strate- gies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari ’ s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The fi ndings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.

Place, publisher, year, edition, pages
Routledge, 2013
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8222 (URN)10.1080/01425692.2013.776933 (DOI)2320/12965 (Local ID)2320/12965 (Archive number)2320/12965 (OAI)
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-12-01Bibliographically approved
Allan, J. (2012). Difference in policy and politics: Dialogues in confidence. Review of Disability Studies, 8(3), 14-24
Open this publication in new window or tab >>Difference in policy and politics: Dialogues in confidence
2012 (English)In: Review of Disability Studies, ISSN 1553-3697, Vol. 8, no 3, p. 14-24Article in journal (Refereed) Published
Abstract [en]

This paper reports on a process of en-gagement with administrators and Government Ministers in dialogue about diversity that was informed by Disability Studies in Education, a discipline that critiques existing ways of thinking about disability, actively promotes more positive constructions and representations of disabled people's lives and challenges conventional or traditional notions of normalcy It took place within a project, initiated by Council of Europe, Policies and practices for socio-cultural diversity and involved the development of a framework of teacher competences for socio-cultural diversity. The paper charts the process of developing the framework and reports the dialogue that took place. The Ministers and administrators were encouraged to view teaching as a dialogue and to recognise teachers' competence in responding to diversity, following Levinas (1969; 1996), a philosopher who addresses questions of ethics, as a continuing responsibility of teachers to their students.

Place, publisher, year, edition, pages
University of Hawaii at Manoa: Center on Disability Studies, 2012
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1656 (URN)2320/12970 (Local ID)2320/12970 (Archive number)2320/12970 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-09Bibliographically approved
Cross, B., Allan, J. & McDonald, D. (2012). Evaluating an inclusive education programme: Lessons in transient social capital. In: J Allan, R Catts (Ed.), Social capital, children and young people: Implications for practice, policy and research: . Policy Press
Open this publication in new window or tab >>Evaluating an inclusive education programme: Lessons in transient social capital
2012 (English)In: Social capital, children and young people: Implications for practice, policy and research / [ed] J Allan, R Catts, Policy Press , 2012Chapter in book (Refereed)
Place, publisher, year, edition, pages
Policy Press, 2012
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8237 (URN)2320/12985 (Local ID)9781847429278 (ISBN)2320/12985 (Archive number)2320/12985 (OAI)
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-01-22Bibliographically approved
Allan, J. (2012). Inclusion: Patterns and possibilities. Zeitschrift für Inklusion, 4
Open this publication in new window or tab >>Inclusion: Patterns and possibilities
2012 (English)In: Zeitschrift für Inklusion, E-ISSN 1862-5088, Vol. 4Article in journal (Refereed) Published
Abstract [en]

Abstract: This examines the policy and practices of inclusion within Europe. It explores the uncertainty surrounding inclusion, among researchers and teachers, and levels of confusion about its precise meaning. The paper also examines the shifting political and policy contexts which create barriers to inclusion but also highlights some of the powerful legal frameworks which enable entitlements to inclusion to be upheld. Recent patterns and trends towards inclusion and indeed exclusion are considered and the paper ends with a discussion of the prospects and possibilities for inclusion.

Place, publisher, year, edition, pages
Foerderverein Bidok Deutschland e.V., 2012
Keywords
inclusion
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-1657 (URN)2320/12980 (Local ID)2320/12980 (Archive number)2320/12980 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-16Bibliographically approved
Allan, J. (2012). Introduction. In: Includering och måluppfyllelse: att nå framgång med alla elever: . Stockholm: Liber
Open this publication in new window or tab >>Introduction
2012 (English)In: Includering och måluppfyllelse: att nå framgång med alla elever, Stockholm: Liber , 2012Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Liber, 2012
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5157 (URN)2320/12983 (Local ID)9147100885 (ISBN)2320/12983 (Archive number)2320/12983 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-11-08Bibliographically approved
Allan, J. & Catts, R. (Eds.). (2012). Social capital, children and young people: Implications for practice, policy and research. Bristol: Policy Press
Open this publication in new window or tab >>Social capital, children and young people: Implications for practice, policy and research
2012 (English)Collection (editor) (Other academic)
Abstract [en]

Social capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school. Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings. The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people. This book is essential reading for anyone concerned with how children and young people get along, get by and get on.

Place, publisher, year, edition, pages
Bristol: Policy Press, 2012
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-3677 (URN)2320/12963 (Local ID)9781847429278 (ISBN)2320/12963 (Archive number)2320/12963 (OAI)
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2017-12-09Bibliographically approved
Allan, J. (2012). Teacher competences for diversity: Becoming ethical and responsible. In: Besley T, Peters M (Ed.), Interculturalism, education and dialogue: . New York: Peter Lang
Open this publication in new window or tab >>Teacher competences for diversity: Becoming ethical and responsible
2012 (English)In: Interculturalism, education and dialogue / [ed] Besley T, Peters M, New York: Peter Lang , 2012Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Peter Lang, 2012
Series
Global Studies in Education ; 13
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8236 (URN)2320/12982 (Local ID)978-1-4331-1514-1 (ISBN)2320/12982 (Archive number)2320/12982 (OAI)
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-08-23Bibliographically approved

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