Papers by Frances-Ann Norton
Societies, Feb 23, 2024
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
This presentation on critical thinking (CT) is likely to be of interest to national and internati... more This presentation on critical thinking (CT) is likely to be of interest to national and international educationalists and educational managers in further education, higher education, widening participation, Access education, continuing education and training. This action research paper discusses how CT interventions such as book club and poetry writing group may benefit some students in their individual mental health wellbeing, create a community of inquiry, social cohesion and bonding in the classroom and wider social spheres. In addition how establishing CT habits of mind may ease Access student transition to higher education and employment. The hypothesis asks what CT can do for Access? Is CT necessary to students or is it another educational imperative? What of transferability, can these developed CT skills be transferred to real world skills, university courses, and for the students themselves engagement with studentship and by extension citizenship? Or are CT skills so special...
FACE publications, Jul 3, 2020
The purpose of my session is create a discussion around the role of critical thinking in universi... more The purpose of my session is create a discussion around the role of critical thinking in university pedagogy. This is a small scale ethnography (Burke 2001) making use of action research (McNiff 2014). The paper has an underlying question anchored by two theorists, Ken Brown (1998) and Matthew Lipman (2003). Can critical thinking be taught or can we only create opportunities for its development? This will be investigated through qualitatively and thematically analysing data. There are eighteen self-selecting volunteer participants. Data is collected from participants using narrative enquiry (Gregory 2009) methodologies and interventions. These include video interviews in small groups and using the poetry written in fiction based analysis. The ontological particularity of the art school is the framing for this paper, viewed through a post-structuralist lens. The epistemological stance is hermeneutic/ interpretative. Themes of metal health well-being and increased confidence in writte...
This is a Joint Project Development (JPD) (Fielding et al (2005) is situated at two FE Colleges i... more This is a Joint Project Development (JPD) (Fielding et al (2005) is situated at two FE Colleges in the North of England. Vocational students at FE colleges often demonstrate low levels of literacy diminished self-confidence. (Burke 2001) states a Neoliberal education agenda has caused a ‘literacy crisis’. Many vocational students are resistant to literacy strategies preferring practical engagement. This study explores how literacy proficiency, increase citizenship, community and mental health well-being might be improved via pedagogical interventions in critical thinking (CT). In particular this research takes the position that introducing participants to philosophical debate may deflect issues (Beck 2013) that polarize society. For example, the rise in fake news, far-Right extremists and the demonisation of immigration. By discussing these concerns, in Critical Thinking interventions including Lipman;s (2003) Community of Enquiry and a Debate Club, the study identifies how students...
The objective is to develop adult student critical thinking (CT) skills to equip participants to ... more The objective is to develop adult student critical thinking (CT) skills to equip participants to be flexible in a world risk society. The first aim of this paper is to create channels of communication and connection. The second aim examines the meta-narrative of pedagogic policy in relation to adult learners in the petite-narrative (Lyotard 2004) of my classroom, creating a piece of action research (McNiff 2014). The significance to the field of policy studies in adult education is that, haptic criticality, thinking through doing is essential to equip vocational students for problem solving in industry or self-employment. Relevant policies are:- the Foresight Review into the Future of Skills and Lifelong Learning (2016) and the Department of Education (DfE) adult learners policy (2018). The paper is relevant to the conference in that, the Education World Forum (EEF 2019) asks, ‘how might education policy encourage using what we know to improve what we do?’ A good question when consi...
Access and Widening Participation in Arts Higher Education
Practice-Focused Research in Further Adult and Vocational Education, 2020
This article investigates Brown’s (1998, p.2) assertion that students today exhibit an unwillingn... more This article investigates Brown’s (1998, p.2) assertion that students today exhibit an unwillingness/inability to engage in critical thinking (CT). He describes this as a ‘critical thinking deficit’. The question of whether CT can be taught or if we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inquiry (Lipman, 2003) as methodology. This intervention was offered to a group of Further Education (FE) students over a period of six months with the intention of preparing them for progression into Higher Education (HE). Findings from the study lend support to the claim that sharing stories and poems is helpful in developing social and cultural capital across the group and in supporting CT and academic development. Students in the study report that they found the Poetry Group particularly valuable in encouraging both critical engagement...
Education Sciences, 2020
This article investigates Brown’s assertion that students today exhibit an unwillingness/inabilit... more This article investigates Brown’s assertion that students today exhibit an unwillingness/inability to engage in critical thinking (CT). He describes this as a ‘critical thinking deficit’. The question of whether CT can be taught or whether we can only create the conditions in which CT can thrive and develop is explored through analysis of data from a pedagogical intervention of a Poetry Group; it aims to develop CT by employing Community of Inquiry as a methodology. This intervention was offered to a group of Further Education (FE) students over a period of six months with the intention of preparing them for progression into Higher Education (HE). Findings from the study lend support to the claim that sharing stories and poems is helpful in developing social and cultural capital across the group and in supporting CT and academic development. Students in the study report that they found the Poetry Group particularly valuable in encouraging both critical engagement with their Arts sub...
Societies Journal, MDPI, 2024
This article explores the implementation of Connected Art Practice in diverse learning environmen... more This article explores the implementation of Connected Art Practice in diverse learning environments, serving as an immersive entry point for students and researchers to develop collaborative transdisciplinary skills. This innovative approach integrates audio, educational, and sustainability research, employing sound-interaction methods applied to tangible objects. Participants engage in exploring the interplay between objects representing interests or values, fostering the creation of a visual and linguistic network of interconnectedness. Inspired by artistic research, particularly Dérive, the practice provides experiences of connectedness to others and the environment, intertwined with reflections and discussions that foster a community of inquiry. This community collaboratively designs shared practices or projects, encouraging a holistic approach to transformative learning, addressing heterogeneity, complexity, authenticity, critical awareness, and emotional connectedness. All three case studies utilized qualitative analysis in artistic and academic settings. Datasets were collected in case study two from group discussion, participant observation, press releases and documentary photographs. In case studies one and three, audio–visual recordings, participant observation, field notes, and photo-documentation were collected. This study demonstrates that “Connected Art Practice” enhances competences in artistic expression, communication, and collaboration across disciplinary, social, and cultural boundaries. Specifically, it contributes to creative reinvention, personal sharing, self-reflection, and the capacity to co-design diverse projects. The paper concludes by discussing findings and pointing out the essential qualities of Connected Art, providing insights and resources for educational and research institutions seeking to foster transdisciplinary engagement and transformative learning in their curricular activities.
This article belongs to the Special Issue Visual Arts and Design: Practice-Based Research (https://www.mdpi.com/journal/societies/special_issues/430HEKJW7E)
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Papers by Frances-Ann Norton
This article belongs to the Special Issue Visual Arts and Design: Practice-Based Research (https://www.mdpi.com/journal/societies/special_issues/430HEKJW7E)
This article belongs to the Special Issue Visual Arts and Design: Practice-Based Research (https://www.mdpi.com/journal/societies/special_issues/430HEKJW7E)