{"title":"Simon Hayhoe","description":null,"products":[{"product_id":"introduction-to-grounded-methodology-for-emerging-educational-researchers-book-simon-hayhoe-9780367426811","title":"An Introduction to Grounded Methodology for Emerging Educational Researchers","description":"Introducing the reader to grounded methodology and its ethical approach, this book explores the theory behind the method as well as how to use it to develop and evaluate learning and education projects.   Grounded methodology is designed to challenge traditional educational research methodologies, and in doing so questions the notion of the need for highly formal research in institutional settings. In this respect, it is also a simple way of planning an educational project that needs an evaluative element. Covering data collection techniques used in the course of education research such as observations, interviews, course development, participant diaries and online data collection, this book investigates the practical realities of researching in education contexts and the differences in educational, national and cultural backgrounds.   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The text covers a variety of topics, ranging from the history of scientific beliefs from Ancient Greece to the contemporary world. It outlines the basics of the development of knowledge systems and logic, the definition of science and its processes, the progression of classifying humans, and research ethics, amongst other underlying elements of research.  The book has three aims: (1) to develop the reader’s knowledge and understanding of social research through modes of social scientific enquiry and an evaluation of techniques of the social, cultural, and political context of its practice; (2) to increase readers’ intellectual competence through a critical examination of the social, cultural, and historical characteristics of research traditions; and (3) to improve the competence of social researchers through a critical evaluation of research strategies, the problematization of science and Western social research, the issues posed by social research, and the skills needed to formulate research outputs and engagement.  This book will be of use to core research units and training programs that universities provide at postgraduate level, at doctoral level, and for early career post-doctoral researchers, to develop greater understanding of issues surrounding research. In addition to its theory, the contents of the book will include questions for discussion in seminars and small group work.","brand":"WoB","offers":[{"title":"US \/ NEW \/ INGRAM","offer_id":51235522707729,"sku":"NIN9781032149677","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52590408532241,"sku":"NLS9781032149677","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032149671.jpg?v=1750751086"},{"product_id":"psychology-of-blindness-and-visual-culture-book-simon-hayhoe-9781032635910","title":"The Psychology of Blindness and Visual Culture","description":"The Psychology of Blindness and Visual Culture: Towards a New Ecological Model of Visual Impairment advances the debate regarding the inclusion and wellbeing of people with visual impairment (PVI) through looking at the psychological nature of visual culture and its effects on the lived experience. It explores whether it is possible to increase access to visual culture for PVI through language, alternative sensory data or contemporary communication media, and in so doing, questions whether or not communication and culture are intrinsically visual.  Occupying a unique field of study by focusing on the understanding of visual culture and visual communication by PVI in real-world settings, this empirical book examines the difference between the understanding of visual culture and visual communication by PVI who acquire their visual impairments late in life and PVI who acquire their visual impairments early in life. Understanding these concepts not only helps us to understand how PVI feel socially included in visual culture, but also how culture and artifacts are conceptualized verbally, culturally and through the senses.  It is compelling reading for advanced students of psychology and philosophy, and those studying learning in cultural settings, and in museum studies, computer science, disability studies, education and fine art management.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51598657323281,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":51598657749265,"sku":"NGR9781032635910","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52597888123153,"sku":"NLS9781032635910","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032635916.jpg?v=1751237304"},{"product_id":"psychology-of-blindness-and-visual-culture-book-simon-hayhoe-9781032635927","title":"The Psychology of Blindness and Visual Culture","description":"The Psychology of Blindness and Visual Culture: Towards a New Ecological Model of Visual Impairment advances the debate regarding the inclusion and wellbeing of people with visual impairment (PVI) through looking at the psychological nature of visual culture and its effects on the lived experience. It explores whether it is possible to increase access to visual culture for PVI through language, alternative sensory data or contemporary communication media, and in so doing, questions whether or not communication and culture are intrinsically visual.  Occupying a unique field of study by focusing on the understanding of visual culture and visual communication by PVI in real-world settings, this empirical book examines the difference between the understanding of visual culture and visual communication by PVI who acquire their visual impairments late in life and PVI who acquire their visual impairments early in life. Understanding these concepts not only helps us to understand how PVI feel socially included in visual culture, but also how culture and artifacts are conceptualized verbally, culturally and through the senses.  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This book also illustrates this development has, in the main, been motivated by an attempt to assert or gain power and why the study of blindness in conventional academic subjects such as psychology, history and sociology is so important. We do this by presenting the main theories of disability and blindness that have informed the writing of this book, and a frame of reference for the historical story. Which places the book in the broad context of theories of disability and blindness, within an academic and symbolic context of physical impairment and the social mythologies that accompany such understanding.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52123509162257,"sku":"NLS9781593119133","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781593119133.jpg?v=1757450551"},{"product_id":"god-money-and-politics-book-simon-hayhoe-9781593119140","title":"God, Money, and Politics","description":"Our book examines the role of three factors, God, Money, and Politics, in the epistemological theory of blindness, (the theory of the construction of knowledge on blindness and touch by social and cultural change). 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Which places the book in the broad context of theories of disability and blindness, within an academic and symbolic context of physical impairment and the social mythologies that accompany such understanding.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52130863710481,"sku":"NLS9781593119140","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781593119140.jpg?v=1757505379"},{"product_id":"arts-culture-and-blindness-book-simon-hayhoe-9781934844076","title":"Arts, Culture, and Blindness","description":"This is the first book to study adult and child art students actually participating in courses designed with their needs in mind in universities and schools for the blind. In doing so, it uniquely delves into the topic of the culture of education and society and its affects on an understanding of blindness and the visual arts. Furthermore, through an analysis of individual and group behaviour, the book also introduces a new cultural model for studying blindness and disability, investigates the social influences on the nature of blindness and the treatment of people who are blind, and examines the influences that have affected the self belief of blind students and the way they create art. There are a number of books on the education of people who are blind or deaf. However, these are largely descriptive or based on experimental rather than observational or social research. Furthermore, books that have analysed blindness and the arts only analyse tactile perception in the education of students who are blind, not social and cultural factors. In addition, although there have been many books and articles analysing research on the perception of aesthetics and blindness, there are only two, one first published in the 1950s and now long out of print (Lowenfeld V \u0026amp; Brittain WL, 1987), and the other published in 2003 (Axel E \u0026amp; Levent N Eds., 2003) that consider the practice of this subject in depth. In particular, there have been no books solely addressing the culture of arts education by non-visual means. This book represents a unique study of the theory of blindness and the arts. In its first section it analyses traditional models of blindness and disability, finding that the history of disability is more a reflection of changes in society towards its scientific study and classification. This book then presents a unique social psychological study of arts students, both children and adults, in situ, their understanding and practice of the arts, particularly the visual arts, and their reaction to the attitudes of their teachers, past and present. In researching the material for the book, the book's author has collaborated with internationally renown charities in the area of blindness, galleries, exhibitions and art, such as Art Education for the Blind, New York and BlindArt, London, leading to interest from museum and gallery professionals in his work. University courses and practising teachers can also benefit from this book. In particular, there are few resources which directly relate to studies of teaching practise in undergraduate and postgraduate courses specialising in the education of students with physical disabilities, or students studying for undergraduate, postgraduate and research degrees in subjects such as Disability Studies, Sociology, Social and Applied Psychology, and Fine Art and Design.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52147198001425,"sku":"NLS9781934844076","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781934844076.jpg?v=1757599743"},{"product_id":"cultural-heritage-ageing-disability-and-identity-book-simon-hayhoe-9781138555372","title":"Cultural Heritage, Ageing, Disability, and Identity","description":"Cultural Heritage, Ageing, Disability, and Identity examines the effects of disability and ageing on engagement with cultural heritage and associated cultural identity formation processes. Combining theory with detailed case study research, it unpicks both the current state of play and future directions.   The book is based upon detailed case example research on both the self-reported individual experiences of people with disabilities engaging with cultural heritage, and the accessibility approaches of cultural heritage institutions themselves. Hayhoe grounds the analysis in a theoretical and historical overview of disability and inclusion. He interrogates the various ways in which identity is formed through interaction with cultural heritage, and considers the differences in engagement with cultural heritage amongst those who develop disabilities early in life compared to those who acquire disabilities later in life. His conclusions offer insights that can help improve the provision of cultural heritage engagement to all people, but particularly those with disabilities.  Cultural Heritage, Ageing, Disability, and Identity is key reading for students and scholars of cultural heritage, visitor studies, and disability studies, and will also be of interest to other subject areas engaging with issues of accessibility. It should also be read by institutions looking to improve their accessibility strategy to engage broader audiences.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52648141488401,"sku":"NLS9781138555372","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138555372.jpg?v=1762041325"},{"product_id":"philosophy-as-disability-exclusion-book-simon-hayhoe-9781681232331","title":"Philosophy as Disability \u0026 Exclusion","description":"Philosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. 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This book represents the first book-length cohesive narrative on how this method was rediscovered by a researcher over the course of a new series of studies, redeveloped in the context of a topic previously undisturbed, applied, poked around, and problems generated (with solutions to these found or not). There has never been a narrative on how a researcher sat down and worked through data over decades in order to evolve her or her own grounded theory and methodology about a specific phenomenon. This study is also a response to the need for a book that mixes the three traditional genres of the literature on methodology-many of which are cited in the following chapters and are themselves subjects-and also adds to a debate on research about research methods, by developing a case study of what it is like to be the human subject that is called the researcher as well as a pursuant of empirical methodology. 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