Call for chapter proposals for an edited book: What is Education Studies? Thinking about learning and teaching on undergraduate education programmes

We are looking for 500-word chapter proposals for a book that we will seek to have published in the Routledge Education Studies Series.

The idea for the book emerged from our BESA-funded research project with Programme Leaders of undergraduate education courses. Having heard these programme leaders talk about their commitment to their courses and their students, their innovative approaches to teaching and learning, and their ways of managing the perennial question ‘What is Education Studies?’, we envisaged a collection that gave current and prospective students an insight into the characteristics of the subject area.

What is Education Studies? Thinking about learning and teaching on undergraduate education programmes

Edited by Mark Pulsford, Rebecca Morris and Ross Purves

In one of the interviews we conducted for the project, we described the germ of our idea like this:

it’s a book about education studies – but it’s not a book that says, okay, there are lots of topics in education, here’s your chapter on gender and here’s your chapter on education policy. It’s a book that goes, look, we do all this really good stuff and we want to tell you why we do that and how we do that and if you’re a student on these programmes this is going to be illuminating because you get – for example – the explanation as to why we’ve assessed in that way or why we do placements, or why we have that sequencing of modules, all of those things that go into the decisions we make as programme teams is captured in this book – it addresses the things you want your students to think about when it comes to the course

Though not a study support book as such, it will offer a lens for students to view education as a broad area of study, expanding horizons and revealing the depth, vibrancy and potential of their subject. The chapters will be designed to support critical thought and reflection so that student readers can engage with and understand the subject they are studying in a more complete way.

We also hope that colleagues will benefit from setting their own practice against the broader context, and that the book becomes a source of reflection and inspiration as they develop their own practice and programmes. However, we do not see this as a ‘best practice’ guide – the chapters will be thoughtful, critically engaged and offer a constructive challenge to taken-for-granted perspectives on the issues.

WHO SHOULD CONSIDER WRITING A CHAPTER?

We are seeking chapter authors who represent the varied corners of the subject area; new and emerging ‘voices’ in the field are encouraged to contribute. We would also very much like authors to consider writing a chapter with their students (or, indeed, students writing chapters themselves,  based on their own experiences of studying education). If you would like to write something but feel it would be useful to team up with a colleague in another institution, please let us know and we’ll be happy to try to form pairs or groups to work on a shared chapter.

TIMELINE

We are asking for proposals for chapters that are no longer than 500 words. The timeline is:

  • Deadline for 500-word chapter proposals: January 31st 2021 (emailed to mark.pulsford@warwick.ac.uk)
  • Feedback and decisions on chapter proposals: mid-March 2021
  • Draft chapters to be received (3000-4000 words): mid-July 2021
  • Final chapters: mid-August 2021

AREAS THAT CHAPTERS COULD COVER:

The chapters may be based on empirical research, on accounts of practice, or they may be more conceptual. We would welcome chapters that embrace alternative ways of presenting material, whether that be in the writing style or use of visuals.

We are open to considering a range of topics for the book, but as a broad indication we imagine chapters will cover:

  • The historical development of the subject area
  • Contemporary UG education programme design
  • Assessment issues and approaches
  • Module delivery approaches and arrangements
  • Innovations in module design
  • Use and role of placements
  • Expositions of the philosophy/vision/mission of your programme
  • Pedagogic approaches that are typical/developing in the study of education in HE
  • Curriculum decisions and developments
  • Relationships/arrangements with parallel programmes in your institution (e.g. ITE; Childhood Studies)
  • Links with local communities, groups and institutions
  • Links with International organisations and institutions
  • Teaching and learning for a diverse student base
  • Decolonising knowledge and pedagogies in undergraduate Education programmes
  • The interplay of teaching and research in undergraduate Education programmes
  • Uses of educational technology
  • Embedding transferable skills
  • Considering students’ progression routes after graduation
  • The influence and effects of NSS and other accountability/management metrics
  • Questions of staffing arrangements and experiences (how these may impact on students’ experiences; how things look ‘behind the scenes’ for staff – considering gender, race, disability, social class, sexuality, etc.)

For enquiries, contact mark.pulsford@warwick.ac.uk