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Dr Fiona James

Dr Fiona James

Lecturer in Education/ Chair of the Faculty of Arts, Cultures and Education Ethics Committee

Faculty and Department

  • Faculty of Arts Cultures and Education
  • School of Education

Qualifications

  • PhD

Summary

Fiona is an Education lecturer with over 16 years’ experience in Higher Education teaching. Her teaching interests surround critical and philosophical questions in education, developing conceptual lenses for the growing field of informal learning, educational inequalities, learner identity and interpretivist and phenomenological research methodologies. Many of these threads derive from her background in the arts, including cultural studies, which complement the study of education in novel ways. Fiona teaches across BA Education studies, BA Early childhood studies, BA Working with children young people and families, MA Education and also supervises at doctoral level. Her teaching is focused on issues of power and knowledge in education, socio-cultural contexts, lifespan development, arts-based pedagogy and participatory research methodologies.

Her research publications have focused on the critique and development of research methodologies that seek to capture the meanings formed by people in marginalized communities. She has also proposed a novel analytical framework for participatory approaches to research, which provides a more practical tool for engagement with young people and children. More recently, she has applied her visual arts background to projects focused on learners’ sense-making and visual interpretation of their environment as a ‘place’. She has both a theoretical (post-humanism) and applied (arts-based pedagogy) interest in finding ways to help learners of all ages attune to their environment.

Recent outputs

View more outputs

Journal Article

Finding the balance: the choreography of participatory research with children and young people

James, F., & Shaw, P. (2022). Finding the balance: the choreography of participatory research with children and young people. International Journal of Research and Method in Education, https://doi.org/10.1080/1743727X.2022.2136158

Ethics review, neoliberal governmentality and the activation of moral subjects

James, F. (in press). Ethics review, neoliberal governmentality and the activation of moral subjects. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2020.1761327

Staying afloat via guanxi : student networks, social capital and inequality in Chinese adult higher education

Guan, S., & James, F. (2020). Staying afloat via guanxi : student networks, social capital and inequality in Chinese adult higher education. British journal of educational studies, 68(3), 349-364. https://doi.org/10.1080/00071005.2019.1618788

Where are the grounds for grounded theory? A troubled empirical methodology meets Wittgenstein

James, F. (2018). Where are the grounds for grounded theory? A troubled empirical methodology meets Wittgenstein. Educational Philosophy and Theory, 50(4), 369-379. https://doi.org/10.1080/00131857.2017.1365704

The 'third age' perspective : enrichment and informal modes of learning in an outdoor sketching group for older adults

James, F. (2017). The 'third age' perspective : enrichment and informal modes of learning in an outdoor sketching group for older adults. International Journal of Lifelong Education, 36(4), 406-421. https://doi.org/10.1080/02601370.2016.1262915

Research interests

- Arts-based pedagogy and participatory research

- Learning in informal and non-formal contexts

- Educational inequalities and social capital

- Foucault and education/critical discourse analysis

Postgraduate supervision

Dr James welcomes applications surrounding arts-based engagement, questions of self/learner identity in educational contexts, conceptual projects using Foucaultian or post-humanist/ new materialist frameworks.

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