There are many themes within the work of Elizabeth Gaskell which lend themselves to further study for example, gender, class, work, social relations;
- Milota, M. 2013, “‘But every man cannot be a surgeon’ Elizabeth Gaskell’s Many-Sided Medical Practitioners”, ORBIS LITTERARUM, vol. 68, no. 6, pp. 473-505.
- Al-Haj, A.A.M. 2014, “A study of women’s labor in Elizabeth Gaskell’s Mary Barton”, Theory and Practice in Language Studies, vol. 4, no. 6, pp. 1132.
- Janssen, F. 2016, “‘Common Rules of Street Politeness’? The Clash of Gender and Social Class in Representations of Street Harassment by Elizabeth Gaskell and Eliza Lynn Linton”, Nineteenth-Century Gender Studies, vol. 12, no. 3, pp. 32-32 paragraphs.
There are also the subject areas of history and English more generally which jump out as themes for an educational project around Elizabeth Gaskell’s House. As well, as maybe less obvious ones, such as arts (the paintings int he house), design (design of crockery, clothing etc.) and horticulture (the garden is created to be as original as possible. But you also may develop a project that has little to do with the setting in itself, rather the setting provides the optimal space for an episode of learning to occur.
Whichever theme you decide upon, what is crucial to the development and delivery of an effective educational project is a dedication to considering how and why it should/will work. These considerations relate to pedagogy, the underlying concepts and approach taken, and should be carefully thought about in the planning stages. For example, Moon provides an analysis of how reflection and experience relate to learning:
- Moon, J.A. & NetLibrary, I. 2004, A handbook of reflective and experiential learning: theory and practice, RoutledgeFalmer, New York;London
Whilst Waite and Qualters elaborate more specifically on the uses and processes of children’s learning outside of the classroom:
- Waite, S. 2011, Children learning outside the classroom: from birth to eleven, SAGE, Thousand Oaks, CA;London
- Qualters, D.M. 2010, Experiential education: making the most of learning outside the classroom, Jossey-Bass, San Francisco, Calif.
If your project idea relates to a particular learning style or context, or a particular education need of a group, it is important to conduct research relating to theory and practice in these areas, so that you are prepared and informed about the choices you make, and can deliver the best educational opportunity you can!
Reminder: Preparation for Conference #2
In preparation for the next conference you are expected to have researched and developed your project ideas, either individually, or with your mini-group from the last conference. This should mean that when we get together at the conference you will have lots of ideas, and information ready to make a practical start on putting your projects into action.
At the end of this conference, we hope that projects have put together a roadmap for subsequent activity, leading up to delivering your projects over the coming months.
Task: Integrating Reading
Produce at least one blog post which responds to something from the texts shared above. Refer to the previous blog post for guidance on the way you should approach your reading – and remember; we’re not interested in what the paper says, we’re interested in the way you put it to work (how does it help you think about the things you’re doing in your project)