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Chapter 4: Theoretical Frameworks and Concepts And shall Trelawny die? Not in my classroom! An exploration of how the construction of Cornish identity affects the pedagogic practices of teachers who define as Cornish, within Further and Higher Education in Cornwall Catherine Mary Camps Submitted in fulfillment of the requirements of the Professional Doctorate in Education School of Social Sciences Cardiff University November 2017 Declaration This work has not been submitted in substance for any other degree or award at this or any other university or place of learning, nor is being submitted concurrently in candidature for any degree or other award. Signed: (candidate) Date: 22.11. 2017 STATEMENT 1 This thesis is being submitted in partial fulfilment of the requirements for the degree of EdD. Signed: (candidate) Date: 22.11. 2017 STATEMENT 2 This thesis is the result of my own independent work/investigation, except where otherwise stated, and the thesis has not been edited by a third party beyond what is permitted by Cardiff University’s Policy on the Use of Third Party Editors by Research Degree Students. Other sources are acknowledged by explicit references. The views expressed are my own. Signed: (candidate) Date: 22.11. 2017 STATEMENT 3 I hereby give consent for my thesis, if accepted, to be available online in the University’s Open Access repository and for inter-library loan, and for the title and summary to be made available to outside organisations. Signed: (candidate) Date: 22. 11. 2017 i Dedications For John, who - in the cruellest of circumstances - has remained steadfast in his support for the rerighting of this injustice. For Ross, James, Charles, Lewis, Noah and Freddie, whose contributions to Cornwall’s present as well as its future, fill me with pride and hope. Omriansow Rag John, neb - yn kasys an fella - re drigas fyrv yn y skoodhyans rag dasewnans an gammhynseth ma. Rag Ross, James, Charles, Lewis, Noah ha Freddie, anedha an kevrohow dhe’n jydh hedhyw a Gernow ha’y thermyn a dheu magata a’m lenow gans gooth ha govenek. ii Acknowledgements I would like to thank my supervisors Professor Gabrielle Ivinson, and Professor Paul Chaney for their friendship, advice, and long term support which enabled this thesis to be written and submitted. I would also like to extend my grateful thanks to Professor Valerie Walkerdine, whose thoughtful guidance has been much valued. My thanks also go to colleagues who, in the absence of official data, helped locate participants for this study and, of course, the participants themselves. It was a privilege to talk to Cornish lecturers about their personal pedagogic philosophies and practices. The focus of this study has been a topic of conversation with many educators - Cornish and non-Cornish - over the years. Many interesting discussions have contributed to the honing of perspectives, as well as confirming the value of this study. I am grateful to you all. Aswonvosow My a garsa godhvos gras dhe’m gorwolysi Professores Gabrielle Ivinson ha Professor Paul Chaney a’ga felshyp, kussul, ha skoodhyans hirdermyn hag a’m gallosegis skrifa ha profya an assay ma. My a garsa keffrys ystynna ow grassow synsys dhe Professores Valerie Walkerdine anedhi an gidyans prederus o talvesys meur. Ow grassow a dhanvonav ynwedh dhe gowethysi neb, dre fowt a dhata sodhogel, a weresas kavos kevrenogyon rag an studhyans ma ha, heb mar, an gevrenogyon aga honan. Yth o pryvylej kewsel orth arethoryon gernewek a-dro dh’aga filosofiethow ha praktisyow dyskansek personek. Fog an studhyans ma re beu testen a geskows gans lies adhyskanser - Kernewek ha di-Gernewek - dres lies bledhen. Meur a dhadhlow dhe les re gevres dhe lymma gologvaow, ow fasthe keffrys bri an studhyans ma. Yth o’ma synsys dhywgh hwi oll. iii Summary The study explores the way further and higher education lecturers, who identify as Cornish, view their cultural knowledge and identity and how this informs their pedagogic practice. The study took place in the context of the newly established Combined Universities in Cornwall, following the allocation of European Union funding. Bernstein’s sociology of pedagogy (1990, 2000), specifically the pedagogic device and pedagogic identity provided an analytical framework to explore knowledge production, recontextualisation and reproduction and the extent to which lecturers contributed to the production of a localised pedagogic identity. Holland and Lave’s (2001) concept of “history-in-person” enabled further consideration of individuals’ relationships to Cornish culture and identity. Three research questions were identified: how do historical and contemporaneous contexts impact on lecturers’ practice? In which educational contexts does identity become salient? And, what role do lecturers play in the creation of a localised pedagogic identity? In-depth semi-structured interviews, with 14 lecturers based in 1 HEI and 2 FEIs, were undertaken during 2010 and 2011. The subsequent thematic analysis helped identify key aspects of Cornish identity, such as the importance of relationship to geographical place, and a range of values including that of hard work. Key practice issues identified included a desire to create and transmit localised identities. The findings established that lecturers consider their Cornish culture to be distinct, yet marginalised by non-Cornish peers, institutions and wider society. Opportunities for lecturers to relay Cornish culture to the next generation were shown to be context dependent on the type of employing institutions, position in the institutional hierarchy and the types of programme taught. However, where lecturers were able to implement their ambitions localised pedagogic identities became available to students. This study furthers understanding of how minority lecturers’ discursively- informed pedagogic practices co-exist with - and seek to challenge - hegemonic discourses. iv Contents Declaration…..………………………………………………………… i Dedications……………………………………………………………. ii Acknowledgements………………………………………………….. iii Summary……………………………………………………………….. iv Contents………………………………………………………………... v Appendices…………………………………………………………….. ix References……………………………………………………………… ix Figures and Tables.………………………………………………….. x Acronyms used……………………………………………………….. xi Chapter 1: Introduction to the thesis 1.1. Introduction……………………………………………………. 1 1.2. “Telling the tale”: my experience of bringing Cornwall into the classroom ………………………………………………… 2 1.3. Responses to “telling the tale”………………………………. 5 1.4. Institutional structures and culturally relevant pedagogic practice …………………..……………………………………. 7 1.5. Study aims …………….………………………………………. 9 1.6 Consideration of “ethnicity”, “nation” and “national minority” within this study................................................................... 10 1.7 “Local”, “regional”, “global” and “place”: usage within this study.................................................................................... 14 1.8. Outline of the thesis…………………………………………… 20 v Chapter 2: The Cornish context: socio-political considerations 2.1. Introduction…………………………………………………….. 23 2.2. Episodes contributing to a continuing yet fractured identity 25 2.2.1. A “country” no more: the continuation of a Cornish 25 identity………………………………………………………….. 2.2.2. Rebellion against the expansionist English project… 26 2.2.3. Contributions to the global Industrial Revolution…… 27 2.2.4. The Celtic revival: authentic or performance? ……… 28 2.2.5. Cornish identity: swept away by the tide of in- migration? ……………………………………………………… 30 2.3. Identity: rallying point for self-determination………………… 32 2.4. Concluding remarks…………………………………………… 34 Chapter 3: The Cornish post–compulsory education field 3.1. Introduction…………………………………………………….. 35 3.2. The establishment of the CUC: boundaries, regulation and the production of knowledge………………………………… 36 3.2.1. The CUC project………………………………………. 36 3.2.2. Boundary marking and regulation……………………. 39 3.2.3. The production of knowledge as a marker of boundaries……………………………………………………… 42 3.3. “Gaps and spaces” - potential for change?.......................... 45 Chapter 4: Theoretical frameworks and concepts 4.1. Introduction…………………………………………………….. 46 4.2. Situating the experience of the minority lecturer: a review of UK based studies…………………………………………… 47 4.3. Knowledge creation and its transformation within the educational sphere - the pedagogic device………………… 51 vi 4.4. Knowledge production, recontextualisation and reproduction in higher and further education……………….. 54 4.5. The pedagogic device and the projection of pedagogic identities………………………………………………………… 58 4.6. History and place in identity making…………………………. 60 4.7. Summary and research questions…………………………… 62 Chapter 5: Methodology 5.1. Introduction: research questions and the area of study…… 64 5.2. Choices of approach and research methods adopted….… 66 5.3. Designing the research instrument………………………….. 68 5.3.1. Piloting the instrument………………….……………… 70 5.3.2. The instrument…….……………………………………. 71 5.5. Access to participants…………………………………………. 72 5.6. Participants……………………………..………………………. 73 5.7. Ethical considerations ………………………………………… 75 5.8. Carrying out the study…………………………………………. 76 5.9. Study timetable ……………..…………………………………. 77 5.10. Data analysis … ………………………………………………. 78 5.11. Summary……………………………………………………….. 82 Chapter 6: FE and HE lecturers’ perceptions of Cornish identity 6.1. Introduction…………………………………………………….. 84 6.2. Belonging: articulation of generational and non- generational expressions of Cornishness…..………………. 85 6.3. Behaviour, Values and a Cornish mentality…………………. 89
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