Morwenna Griffiths, ‘Action research for/as/mindful
of social justice’ in Bridget Somekh and Susan Noffke (eds.)
Handbook
of Educational Action Research, Sage (2009)
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’.
Morwenna Griffiths and Felicity Woolf,
The Nottingham apprenticeship model: schools in partnership with artists and creative practitioners, British Educational Research Journal, 34
(4) 2008
Morwenna Griffiths,
What kind of research evidence should our leaders use? Scottish Educational Review, 40 (1) 2008
Morwenna Griffiths, (with Judy Berry,
Anne Holt, John Naylor and Philippa Weekes) ‘Learning to be in public spaces: in from the margins with dancers, sculptors, painters and musicians' in Chris Gaine, Ghazala Bhatti, Yvonne Leeman and Francesca
Gobbo (eds.)
Social Justice and Intercultural Education: an Open-Ended
Dialogue, Trentham 2007
Morwenna Griffiths and Tony Cotton,
Action research, stories and practical philosophy, Educational Action Research,
15 (4) 2007
Morwenna Griffiths, Judy Berry,
Anne Holt. John Naylor and Philippa Weekes)
Learning to be in public spaces: in from the margins with dancers, sculptors, painters and musicians, British Journal of Educational Studies (Special Issue on
Social Justice) (54 (3) 2006
Morwenna Griffiths, Joseph Windle and Margaret
Simms ‘“That’s what I am here for”:Images of working lives of academic and support staff’ in D. Tidwell
and L. Fitzgerald (eds.) Self-study and Diversity New York:
Springer 2006
Morwenna Griffiths
and Dina Poursanidou, ‘A self-study of collaborations among
teacher educators’ Studying Teacher Education 1 (2) 2005
This paper describes a self-study of two collaborations.
The first collaboration focused on an attempt to study the teaching of
social justice issues to pre-service student teachers. The second
collaboration was an attempt to understand why the first collaboration was
only partially successful. The study charts the process of collaboration
over two years. The methodology is highly reflective, depending primarily
on sources that were seen as being significant in retrospect rather than
collected with a sense of purpose. Data include emails, conversations
noted at the time or remembered, notes made of discussions at conference
presentations, and reflective journal entries. Conclusions are drawn with
significance beyond this self-study. They include clarification of the
nature of collaboration and the parts played by the role and personality
of the collaborators, factors to be taken into account for success,
reasons for collaboration, and the importance of focusing on the self who
is inviting or persuading others to collaborate rather than on anyone
else. Presented as a narrative in dialogic form, the paper demonstrates
the growth of understanding over the period of the self-study and
illustrates the development of one kind of collaboration among congenial
colleagues.
Morwenna Griffiths, in dialogue with Lis Bass,
Marilyn Johnston and Victoria Perselli ‘Knowledge, social justice, and self-study’ in J. Loughran, M.L. Hamilton, V. LaBoskey and T. Russell
(eds.) International Handbook of Self-Study of Teaching and Teacher
Education Practices New York: Kluwer 2004
Morwenna Griffiths and Dina Poursanidou,
‘Collaboration and self-study in relation to teaching social justice issues to beginning teachers’ Fifth International Conference of the
Self-study of Teacher Education Practices at Herstmonceux Castle,
Sussex, July 2004
Morwenna Griffiths, Joseph Windle and Margaret
Simms ‘Academic and support staff: Images of three working lives in
teacher education’ Fifth International Conference of the Self-study of
Teacher Education Practices at Herstmonceux Castle, Sussex, July 2004
Morwenna Griffiths and Felicity Woolf,
Report on Creative Partnerships Nottingham Action Research for
Creative Partnerships Nottingham Published 2004
Morwenna Griffiths,
Action for Social Justice in Education: Fairly Different
Buckingham: Open University Press 2003
Morwenna Griffiths and Graham Impey,
Working Partnerships: Better Research and Learning Nottingham Trent University
2000
Morwenna Griffiths, ‘Collaboration and partnership in question: knowledge, politics and practice’ Journal of Education
Policy (Special Issue: Philosophical Perspectives on Education Policy)
15 (4) 2000
Morwenna Griffiths, ‘Telling stories about collaboration: secrets and lies?’ Second International Conference of
the Self-study of Teacher Education Practices at Herstmonceux Castle,
Sussex August 1998
Morwenna Griffiths, ‘Why teachers and philosophers need each other: philosophy and educational research’ Cambridge Journal
of Education (Special Issue: Philosophy and Educational Research) 27
(2) 1997
Morwenna Griffiths and Marie Parker-Jenkins,
‘Methodological and ethical dilemmas in international research: school attendance and gender in Ghana’ Oxford Review of Education 20 (4)
1994
Morwenna Griffiths, Christian Akwesi, and Marie
Parker-Jenkins ‘International consultancy about action research: questions
of methodology and ethics’ in P. Lomax and J. Whitehead (eds.)
Accounting for Ourselves: Action learning, Action Research and Process
Management University of Bath 1994
