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Concepts of school 'ethos' or 'culture' have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently 'military' models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as 'considerate, convivial and capacious' school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures.

AbstractLoneliness among older people is perceived as a global public health concern, although assumptions that old age is a particularly lonely time for everyone are not accurate. While there is accumulating quantitative and qualitative evidence on the experience and impact of loneliness amongst older adults, there is little exploration of methodological issues that arise in engaging with older adults particularly through research-oriented conversations. The sensitivity and stigma often attached to loneliness means that interviewing research participants presents ethical challenges for researchers navigating complex emotional responses. This paper presents reflections from three research projects that used research interviews to explore accounts of loneliness experienced by older people. The everyday methodological decisions of research teams are often hidden from view, but through a critical examination of reflexive accounts of fieldwork, this paper makes visible the internal and external negotiations of researchers responding to ethical complexity. The paper explores the key decisions that researchers make during interviews about loneliness: how to introduce the topic; how to phrase questions about loneliness; when to ask the questions; how to deal with the stigma of loneliness and respond to ageism; and how to manage the participant–researcher relationship post-interview. The paper concludes with recommendations for appropriately navigating ethical complexity in loneliness research, thus contributing to an effective qualitative methodological approach to researching loneliness in later life.

There is an urgent need to rethink relationships between systems of government and those who are 'governed'. This book explores ways of rethinking those relationships by bringing communities normally excluded from decision-making to centre stage to experiment with new methods of regulating for engagement. Using original, co-produced research, it innovatively shows how we can better use a 'bottom-up' approach to design regulatory regimes that recognise the capabilities of communities at the margins and powerfully support the knowledge, passions and creativity of citizens. The authors provide essential guidance for all those working on co-produced research to make impactful change

Understanding how creative interventions can help develop social connectivity and resilience for older people is vital in developing a holistic cross-sector approach towards ageing well. Academics with a wide range of expertise critically reflect on how the built environment, community living, cultural participation, lifelong learning, and artist-led interventions encourage older people to thrive and overcome both challenging life events and the everyday changes associated with ageing. The book uses a range of approaches, including participatory research methods, to bring the voices of older people themselves to the foreground. It looks at how taking part in creative interventions develops different types of social relationships and fosters resilience