Christine Jarvis

Christine Jarvis
University of Huddersfield · School of Education and Professional Development

PhD

About

38
Publications
17,636
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358
Citations
Citations since 2016
13 Research Items
214 Citations
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2016201720182019202020212022010203040

Publications

Publications (38)
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To address social justice in higher education (HE) is a matter of public and ethical responsibility;it can enhance social, cultural and economic opportunities, so disparities in outcomes are reduced.The underachievement in HE of specific social groups has concerned the sector for many years (Mountford-Zimdars et al., 2015).This paper focuses on an...
Chapter
The opening chapter seeks to establish the specific attributes of fictional narratives that make them a powerful resource for developing professionals for a world in which the ability to imagine alternatives, reinvent roles, build networks and relationships, and operate within both virtual and physical environments has become critical. It does this...
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In the conclusion to this book, the editors revisit the premise outlined in the first chapter, which sought to identify and theorise fictions’ impact on professional learning. Jarvis and Gouthro show how each of the chapters in this book draws on aspects of literary theory, critical social theory and psychology to illustrate the power of fiction. T...
Article
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This article argues that fiction can operate as a critical feminist curriculum and discusses how this manifests itself in terms of content and teaching methodologies. It uses a close reading of Naomi Alderman’s dystopian fiction The Power (2016) to explore this, complemented by an analysis of a discussion between Alderman and readers participating...
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This chapter discusses the popular fictions that adults encounter during their everyday lives as forms of critical adult education. It argues that engaging in close textual analyses of popular fictions is an educational project. Textual analysis that uses an educational lens to evaluate the educational potential, purposes and strategies of popular...
Conference Paper
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In the UK, students from socially disadvantaged backgrounds and from black and minority ethnic (BAME) backgrounds achieve less well in terms of retention, degree classifications and employment outcomes, than do more privileged students (HEFCE 2013, 2014, 2015a, 2015b). Students from BAME backgrounds report dissatisfaction with teaching, curriculum...
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This paper considers the benefits of framing the education of Higher Education teachers as an art, and of facilitating a creative and artistic approach to teaching in Higher Education. It recognises the difficulties this poses in an international context in which Higher Education is increasingly presented as a commodity which must be standardised t...
Conference Paper
Full-text available
Inclusion, diversity and ‘teaching excellence’ Christine Jarvis This paper discusses the way the UK government’s ‘Teaching Excellence Framework,’ a mechanism for grading UK Higher Education Institutions, has developed the discourse of inclusion and diversity to redefine these concepts as social mobility and inclusion in a highly skilled workforce...
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Many educators of professionals use arts-based approaches, but often explore this within the confines of their own professional disciplines. This paper consists of a thematic review of the literature on arts and professional education, which cuts across professional disciplines in an attempt to identify the specific contribution the arts can make t...
Chapter
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Buffy, Bella, Veronica, Katniss, Clary, Tris and Saba: 1 For two decades post-feminist heroines have faced life-threatening trials as part of their progress to womanhood. In this chapter I consider how young adult popular fictions operate as forms of pedagogy for young women by offering them particular models of maturity and womanhood.
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Stephenie Meyer’s Twilight Saga has achieved extraordinary popularity and scholars have interrogated the nature of its appeal from a variety of perspectives. Its popularity raises questions because in many ways it mirrors romantic fictions from the 1960s and 1970s. Such fictions have been read by critics as expressions of female anger and frustrati...
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People change, often in profound ways, when they engage in creative practices, but understanding the nature of these changes and the reasons why they take place continues to challenge adult educators. This book takes a close look at the effects of participating in postgraduate programs in what the author terms “creative life writing,” and makes the...
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The article aims to demonstrate that the impact of fiction on adult learning could be illuminated by a deeper engagement with research into empathy. It recognises that the lifelong learning literature acknowledges the importance of empathy in adult learning and that discussions of the role of fiction in adult learning often refer to fiction’s capac...
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Adult learning takes place not only in educational organisations, but through participation in leisure and special interest groups. Commercially operated weight management organisations recruit large numbers of adults to their classes to learn how to eat healthily and lose weight. They publish readers' 'real life' success stories in their magazines...
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This article reports findings from an empirical study examining viewers’ responses to a popular and critically acclaimed television program, Buffy the Vampire Slayer. Viewers’ frames of reference were challenged when they identified strongly with characters facing complex moral dilemmas, who behaved in ways that contravened viewers’ espoused values...
Article
This research explored progression to higher education (HE) courses from 14–19 diplomas in the West Yorkshire region of the UK. Sixteen HE tutors involved in admitting undergraduates across a range of institutions and subjects were interviewed. There was little evidence to support the fear that the courses would have less status than A levels becau...
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Education in Popular Culture explores what makes schools, colleges, teachers and students an enduring focus for a wide range of contemporary media. What is it about the school experience that makes us wish to relive it again and again? The book provides an overview of education as it is represented in popular culture, together with a framework thro...
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The article examines Cate Tiernan’s ‘Wicca’ series. This series and the ‘Circle of Three’ books by Isobel Bird explore the experiences of teenage girls who embrace the pagan religion, Wicca. The texts reflect the growing interest in spirituality expressed by many young people and extend the literary representation of witchcraft. Tiernan produces st...
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Social work theory and research is increasingly exploring conceptions of the family and the child and the possibilities for recognizing and responding to the `voice' of young people. Media images of the family are likely to contribute to society's conception of what a family is or should be, but often fail to represent the diversity of living arran...
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This chapter examines how the study of popular romantic fiction was used to transform students' understandings of the ways in which gendered identities are constructed and their perception of the way textual meanings are determined.
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The young people at the centre of Buffy the Vampire Slayer present themselves as an alternative family that contrasts with the programme’s conventional families. This device helps to raise awareness about changing family structures in contemporary Western society, particularly with respect to the family’s capacity to facilitate the development of y...
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This article examines the representation of lifelong learning in Buffy the Vampire Slayer (BtVS). Critics acknowledge the series' representation of school life, but pay less attention to its emphasis on self-directed adult learning. The article draws on the extensive range of academic BtVS writing and on relevant educational theory concerned with r...
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This study reports research into women students' reading habits and practices. The research demonstrates the interconnections between participants' attitudes toward reading and their personal and family relationships. It also reveals how they use their reading to explore issues that concern them as members of families and cultural groups and sugges...
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This article discusses the frequent use of schools as settings for horror narratives, particularly narratives aimed at teenagers. It argues that these school settings are not incidental, but integral to the horror. Teenage horror reflects a mixture of fears about failing to meet the social expectations of school, of ostracisation and loneliness, an...
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This article discusses changes in beliefs about knowledge reported by 36 women studying English Literature/Culture Studies in preparation for entry to Higher Education. These changes were identified through a qualitative study established to examine shifts in values and beliefs resulting from textual study and analysis. Data were collected through...
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This paper argues that a wholehearted acknowledgement of the fictionality of the research process creates scope for the development of different and challenging perspectives on experience. It is a reflective account of undertaking research which combined a qualitative analysis of women's learning experiences with textual analyses of the popular rom...
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This paper discusses the contribution cultural studies can make to a transformative, feminist adult education curriculum. It reports the findings of a case-study in which the study of popular romances was incorporated into an Access to Higher Education curriculum. Women participants identified the pervasive and potentially constraining influence of...

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