Morwenna Griffiths, What kind of research evidence
should our leaders use? Scottish Educational Review, 40 (1) 2008
Morwenna Griffiths and Jean Barr, ‘The nature of
knowledge and lifelong learning' in David Aspin (ed.)
Philosophical Perspectives on Lifelong Learning, Springer Press
(2007)
This paper starts from the position that lifelong learning
is more than is assumed in current policy rhetoric. This rhetoric focuses
on training for a ‘knowledge economy’ in which all citizens play their
part. We argue that this rhetoric depends on a view of knowledge as
instrumental, individual and disembodied. Against this we propose a notion
of knowledge as social, embodied and reflexive about its own roots in time
and space. It is this notion that underpins the richer, more democratic
notion of lifelong learning which we explore in this essay using examples
drawn from various, diverse sites, especially museum and art education
‘from cradle to grave’.
Peter Bowbrick and Morwenna Griffiths,
Girls’
Schooldays in Ruddington Remembered 2007) Ruddington, Nottinghamshire:
Ruddington Village Museum
Peter Bowbrick and Morwenna Griffiths,
Boys’
Schooldays in Ruddington Remembered 2007) Ruddington, Nottinghamshire:
Ruddington Village Museum
Morwenna Griffiths and Tony Cotton,
Action research, stories and practical philosophy, Educational Action Research,
15 (4) 2007
Morwenna Griffiths and Tony Cotton, ‘Action
research, stories and practical philosophy’ Practioner Research Action
Research /Collaborative Action Research Network Joint Annual International
Conference, Utrecht, November, 2005
Morwenna Griffiths,
Action for Social Justice in
Education: Fairly Different Buckingham: Open University Press 2003 Social justice is a verb. This
book puts forward a view of social justice as action orientated rather
than as a static theory. Complex discussions of difference, equality,
recognition, and redistribution are made accessible and relevant to issues
of class, race, gender, sexuality and disability. Interwoven with the
discussion are compelling individual accounts of the pleasures and pains,
the pitfalls and glittering prizes to be found in education - told by
individuals coming from a diversity of social, economic, and ethnic
backgrounds. The second part of the book includes examples of successful
interventions in real situations, related to self-esteem, empowerment,
partnership, and the initiation of individual and joint action to improve
social justice in education. The discussion is kept open through
'answering back' sections by educators committed to social justice:
Deborah Chetcuti, Max Biddulph, Ghazala Bhatti, Roy Corden, Melanie
Walker, Jon Nixon and Kenneth Dunkwu.
Morwenna Griffiths, ‘“Nothing grand”: small tales
and working for social justice’ in J. Loughran and T. Russell (eds.)
Reframing Teacher Education Practices: Exploring meaning through self-study Falmer
Press 2002
Morwenna Griffiths, ‘ “Nothing Grand”: Small tales
and working for social justice’ Third International Conference of the
Self-study of Teacher Education Practices at Herstmonceux Castle,
Sussex August 2000
Morwenna Griffiths, ‘Auto/biography and
epistemology’ Educational Review 47 (1) 1995
Morwenna Griffiths, ‘Feminist perspectives on the
use of life narratives in a primary classroom’ in D. Thomas (ed.)
Teachers’ Stories Buckingham: Open University Press 1995
Morwenna Griffiths, ‘Autobiography, feminism and
the practice of action-research’ International Journal of Educational
Action Research 2 (1) 1994
.jpg)
