![]() ![]() A particular interest, is learning processes and behaviour change in non-formal settings and spaces. She is driven by creating and facilitating opportunities for young people to have a meaningful role in shaping their own futures. Sarah has 20 years experience as a social development specialist in International Development focused on children and youth. It remains secondary to formal schooling, and she wants to explore if there is evidence as to why it should be, an integral part of children’s learning processes. Sarah's hypothesis is that ‘fun’ is interconnected to the power of play, but remains undervalued, understood and under-utilised in educational practices. This is an assumption embedded in a lot of learning-focused (non formal) development work, but has not been examined or explained. She will be working closely with Coaches Across Continents (CAC), whose aim is to facilitate learning (and personal and collective change) via ‘fun’ processes through non-competitive soccer-related games. The analytical framework will include examining inter/intra generational learning processes, as well as how spaces/places shape social relations ('spatiality'). ![]() The interdisciplinary study will draw upon education, anthropology and human geography. Sarah Huxley's PhD research will dive into Exploring the role and meaning of ‘fun’ in non-formal learning processes in multiple cultures. We work at The Open University and globally to understand fun – and to have fun while doing so. Is learning easier, or more enduring, when you are having fun? Is ‘making learning fun’ an empty promise? Is it a distraction? Or is it something that can have a real and lasting impact? In the UK, mountains themselves may not be fun, but rock climbing might be.Ī key area of our research is about how fun relates to learning and education. In Nepal, children have told us that mountains are fun. Some of our research involves finding out what fun means to different people around the world. What is fun, and why is it important? When does fun matter? Is fun the essence of play? Can we have fun without play? How do fun, play and learning relate to one another? What brings us together is our interest in fun. We are an interdisciplinary group, with expertise in childhood studies, psychology, educational futures, learning analytics, learning design, innovative pedagogies, international development, and mechanical engineering. Written by Tim Overton with Abbie Heuer, Ezra Juanta and Kidaan Zelleke.In the Rumpus research group, we explore what fun is. It is because we might miss people out that we don’t make a list, but we also need to start to see everyone. My bitches, my brothers, my motherfuckers and my mothers.Īnd anyone who hasn’t seen themselves mentioned on this list welcome to you. ![]() ![]() Socially awkward, socially anxious, awkwardly social and anxiously unsocial.ĭepressed, disturbed, disguised, disenfranchised.ĭisabled, unstable, unable, unhappy, unhealthy, unhelped and unhomed. New arrivals, late arrivals, those on their way.īagginses and Boffins, Tooks and Brandybucks, Grubbs, Chubbs, Hornblowers, Bolgers, Bracegirdles and Proudfoots. Welcome queers, gays, lesbians, bis, tris, as, pans, trans, trans, trans, inters, polys, bears, dykes, otters, switches, daddies and doms, mummies and toms (boys). Welcome gender non-binary, gender non-conforming, gender fluid, transgender, welcome all genders and no genders, welcome old, young, not old, not young, ageing and ageless, selfless and helpless, black folk, brown folk, yellow folk, red folk, blue folk, white folk, clear folk, inbetween folk, unseen folk and unclean folk. ![]()
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