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Rethinking design: from the methodology of innovation to the object of design
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Enacting equality: rethinking emancipation and adult education with Jacque Rancière
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Keeping going in austere times: the declining spaces for adult widening participation in Higher Education in England
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Self-construction and social transformation: Lifelong, lifewide and life-deep learning
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018
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Self-construction and social transformation: lifelong, lifewide and life-deep learning
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018
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Self-construction and social transformation: Lifelong, lifewide and life-deep learning
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A tentative return to experience in researching learning at work
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Democracy, emancipation and widening participation in the UK: changing the ‘distribution of the sensible’
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2017
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Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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The multiple reals of workplace learning
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2014
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Everyday learning in a public sector workplace: the embodiment of managerial discourses
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Assessment talk in design: the multiple purposes of assessment in HE
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Learning to assess in higher education: a collaborative exploration of the interplay of "formal" and "informal" learning in the academic workplace
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Intersections: the utility of an "assessment for learning" discourse for design educators
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Structure and play: rethinking regulation in the higher education sector
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Abstract:
This paper explores possible tactics for academics working within a context of increasing regulation and constraint. One suggested tactic is to move outside of a creativity–conformity binary. Rather than understanding creativity and conformity as separable, where one is seen as excluding the other, the authors consider the potential of examining the relationships between them. The theme of 'structure and play' illustrates the argument. In the first part of the paper, using various examples from art and design – fields generally associated with creativity – the authors explore the interrelatedness of creativity and conformity. For example, how might design styles, which are generally understood as creative outcomes, constrain creativity and lead to conformity within the design field? Is fashion producing creativity or conformity? Conversely, the ways in which conformity provides the conditions for creativity are also examined. For example, the conformity imposed by the state on artists in the former communist bloc contributed to a thriving underground arts movement which challenged conformity and state regulation. Continuing the theme of 'structure and play', the authors recount a story from an Australian university which foregrounds the ongoing renegotiation of power relations in the academy. This account illustrates how programmatic government in a university, with its aim of regulating conduct, can contribute to unanticipated outcomes. The authors propose that a Foucauldian view of distributed power is useful for academics operating in a context of increasing regulation, as it brings into view sites where power might begin to be renegotiated.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.5367/000000007782311803 https://eprints.bbk.ac.uk/id/eprint/16033/
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Boundary crossing: negotiating learning outcomes in industry based student projects
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