Arts and Humanities Academics in Schools

Mapping the Pedagogical Interface

Dr Geoff Baker, Dr Andrew Fisher

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Paperback

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English

Bloomsbury Academic USA
29 October 2012

Colleges of higher education; Teaching of a specific subject

In recent years interest in schools outreach and academic enrichment has increased dramatically, reflecting a greater social conscience and awareness of the impact that universities can have on the wider community. The transferable skills that academics bring to schools need to be honed for this new learning environment, as delivery methods and success benchmarks are radically different in a schools context. This collection addresses the numerous issues raised when arts and humanities academics become involved with schools, bringing together practitioners from a broad range of fields within the arts and humanities to share experiences and insights.

Edited by: Dr Geoff Baker, Dr Andrew Fisher
Imprint: Bloomsbury Academic USA
Country of Publication: United States
Dimensions: Height: 234mm, Width: 156mm, Spine: 10mm
Weight: 277g
ISBN: 9781441134301
ISBN 10: 1441134301
Pages: 192
Publication Date: 29 October 2012
Audience: Professional and scholarly , Professional and scholarly , Undergraduate , Undergraduate
Format: Paperback
Publisher's Status: Active

Geoff Baker is Head of Domain (French, Geography, History, Personal Development and Religious Education) at The Thomas Cowley High School in Donington, Lincolnshire, UK. Andrew Fisher is Lecturer in Philosophy at the University of Nottingham, UK.

Reviews for Arts and Humanities Academics in Schools: Mapping the Pedagogical Interface

‘If the arts and humanities are to survive and thrive in higher education, they need more than ever to reach out and show why they ‘matter'. This collection of essays provides important practical insight into an often neglected means of achieving this - through creative outreach activities with schools.' Alan Booth, Professor of History, University of Nottingham, UK ‘The key thread which runs through the series of essays seems to be the notion of making the outreach fit for purpose. It is clear that work which is well-planned, rigorous and engaging benefits the school as well as the academics involved. The book presents a very clear case for such co-operative involvement. Their seven recommendations at the end serve to focus attention on the key themes and to encourage academics to look beyond the common perceptions of school to the real possibilities of intellectual and spiritual growth through a dynamic partnership.' Martyn Taylor, Head Teacher, Thomas Cowley High School, UK