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Professor Jonathan Tummons' Outputs (66)

Learning, instruction and assessment in the workplace: applying and augmenting Communities of Practice theory (2024)
Journal Article
Tummons, J. (online). Learning, instruction and assessment in the workplace: applying and augmenting Communities of Practice theory. Studies in Continuing Education, 1-15. https://doi.org/10.1080/0158037x.2024.2372490

Derived from an ethnography of workplace cultures and practices, this article rests on a critical application and augmentation of Communities of Practice theory in order to account for the ways in which the assessment of complex and heterogeneous wor... Read More about Learning, instruction and assessment in the workplace: applying and augmenting Communities of Practice theory.

“What’s he writing in there?” Reciprocal field relations and relational curiosity in ethnographies of education (2024)
Journal Article
Tummons, J. (online). “What’s he writing in there?” Reciprocal field relations and relational curiosity in ethnographies of education. Ethnography and Education, https://doi.org/10.1080/17457823.2024.2368032

The notion of the ethnographer as participant observer, as an active agent rather than passive observer within the research field, is well established within conversations about method and methodology. Less well explored is the extent to which the in... Read More about “What’s he writing in there?” Reciprocal field relations and relational curiosity in ethnographies of education.

“I’ve got a mountain of paperwork to do!” literacies and texts in a cycle technicians’ workshop (2023)
Journal Article
Tummons, J. (2023). “I’ve got a mountain of paperwork to do!” literacies and texts in a cycle technicians’ workshop. Journal of Education and Work, 36(5), 381-392. https://doi.org/10.1080/13639080.2023.2226076

Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogene... Read More about “I’ve got a mountain of paperwork to do!” literacies and texts in a cycle technicians’ workshop.

Theorising the everyday work of cycle mechanics (2023)
Journal Article
Tummons, J. (online). Theorising the everyday work of cycle mechanics. Research in Post-Compulsory Education, 28(3), 313-329. https://doi.org/10.1080/13596748.2023.2206712

Drawing on interim findings from an ethnography of a cycle mechanics’ workshop, this article demonstrates how the work of the mechanics rests on not only specific and contextualised craft expertise but also on distributed networks of both people and... Read More about Theorising the everyday work of cycle mechanics.

Mapping academic practice: a Latourian inquiry into a set of lecture slides (2023)
Journal Article
Tummons, J. (2023). Mapping academic practice: a Latourian inquiry into a set of lecture slides. Higher Education Research & Development, 42(7), 1748-1761. https://doi.org/10.1080/07294360.2023.2174086

How is academic work accomplished within a curriculum that has been established through a digital education infrastructure, and what, exactly, does an academic member of staff do within this digital context? Reflecting on the empirical findings of a... Read More about Mapping academic practice: a Latourian inquiry into a set of lecture slides.

Knowledge, expertise, craft, and practice: becoming and being a cycle technician (2022)
Journal Article
Tummons, J. (2024). Knowledge, expertise, craft, and practice: becoming and being a cycle technician. Journal of Vocational Education and Training, 76(4), 928-945. https://doi.org/10.1080/13636820.2022.2132527

This paper provides an account of the everyday workplace learning of cycle technicians. Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical reading of Communities of Pra... Read More about Knowledge, expertise, craft, and practice: becoming and being a cycle technician.

Negotiating humanity: an ethnography of cadaver-based simulation (2022)
Journal Article
MacLeod, A., Cameron, P., Luong, V., Kovacs, G., Patrick, L., Fredeen, M., …Tummons, J. (2023). Negotiating humanity: an ethnography of cadaver-based simulation. Advances in Health Sciences Education, 28(1), 181-203. https://doi.org/10.1007/s10459-022-10152-4

Human body donation (HBD) serves an essential function in many medical schools, particularly in institutions where people engage in cadaver-based simulation (CBS) as a pedagogical approach. The people who facilitate HBD and CBS have a highly speciali... Read More about Negotiating humanity: an ethnography of cadaver-based simulation.

The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography (2022)
Journal Article
MacLeod, A., Luong, V., Cameron, P., Kovacs, G., Fredeen, M., Patrick, L., …Tummons, J. (2022). The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography. Teaching and Learning in Medicine, 34(5), 556-572. https://doi.org/10.1080/10401334.2022.2092111

PhenomenonCadavers have long played an important and complex role in medical education. While research on cadaver-based simulation has largely focused on exploring student attitudes and reactions or measuring improvements in procedural performance, t... Read More about The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography.

On The Educational Mode of Existence: Latour, Meta-Ethnography, and the Social Institution of Education (2021)
Journal Article
Tummons, J. (2021). On The Educational Mode of Existence: Latour, Meta-Ethnography, and the Social Institution of Education. Social Anthropology, 29(3), 570-585. https://doi.org/10.1111/1469-8676.13087

This article constitutes an argument for both the use and expansion of the philosophical anthropology of Bruno Latour, as established in his recent work An Inquiry into Modes of Existence (AIME). Drawing on ethnographies of education as a methodology... Read More about On The Educational Mode of Existence: Latour, Meta-Ethnography, and the Social Institution of Education.

Atrocity stories and access to elite universities: chickens at the station (2020)
Journal Article
Hillyard, S., Tummons, J., & Winnard, S. (2021). Atrocity stories and access to elite universities: chickens at the station. Symbolic Interaction, 44(3), 533-554. https://doi.org/10.1002/symb.513

The article explores the interactional management of class relations using atrocity stories as a conceptual device vis‐à‐vis new case study data. We argue that interactionist ideas are well placed to comment on the hidden injuries of class in the hig... Read More about Atrocity stories and access to elite universities: chickens at the station.

Higher education, theory, and modes of existence: thinking about universities with Latour (2020)
Journal Article
Tummons, J. (2021). Higher education, theory, and modes of existence: thinking about universities with Latour. Higher Education Research & Development, 40(6), 1313-1325. https://doi.org/10.1080/07294360.2020.1804337

In this article, I pick up established critical explorations of the role and use of theory in higher education research, focusing on the theoretical affordances of the work of Bruno Latour, one of the architects of actor-network theory. Actor-network... Read More about Higher education, theory, and modes of existence: thinking about universities with Latour.

Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics (2020)
Journal Article
Unsworth, R., & Tummons, J. (2021). Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics. Ethnography and Education, 16(1), 109-126. https://doi.org/10.1080/17457823.2020.1788405

The formation of teachers’ professional practice has been discussed in relation to a wide variety of influences, with government prescription of practice often criticised as oppressing professional agency. Set within an ethnographic study within one... Read More about Reassembling teachers' professional practice: an ethnography of intertextual hierarchies in primary mathematics.

Ontological pluralism, modes of existence, and actor-network theory: upgrading Latour with Latour (2020)
Journal Article
Tummons, J. (2021). Ontological pluralism, modes of existence, and actor-network theory: upgrading Latour with Latour. Social Epistemology, 35(1), 1-11. https://doi.org/10.1080/02691728.2020.1774815

Bruno Latour, one of the architects of actor-network theory, has now enfolded this approach within a larger project: An Inquiry into Modes of Existence. Framed as an empirical inquiry into the ontological and epistemological conditions of modernity,... Read More about Ontological pluralism, modes of existence, and actor-network theory: upgrading Latour with Latour.

Ethnography, materiality, and the principle of symmetry: problematising anthropocentrism and interactionism in the ethnography of education (2019)
Journal Article
Tummons, J., & Beach, D. (2020). Ethnography, materiality, and the principle of symmetry: problematising anthropocentrism and interactionism in the ethnography of education. Ethnography and Education, 15(3), 286-299. https://doi.org/10.1080/17457823.2019.1683756

In this article we draw on actor-network theory (ANT) in order to challenge the methodological and empirical orthodoxies of anthropocentrism and interactionism that have long informed dominant discourses of ethnographic work. We use ANT to open new p... Read More about Ethnography, materiality, and the principle of symmetry: problematising anthropocentrism and interactionism in the ethnography of education.

Ethnographies of Higher Education and Modes of Existence: using Latour's philosophical anthropology to construct faithful accounts of higher education practice (2019)
Book Chapter
Tummons, J. (2019). Ethnographies of Higher Education and Modes of Existence: using Latour's philosophical anthropology to construct faithful accounts of higher education practice. In J. Huisman, & M. Tight (Eds.), Theory and method in higher education research (207-223). Emerald. https://doi.org/10.1108/s2056-375220190000005013

Bruno Latour, one of the architects of actor-network theory, has now enfolded this approach within a larger project, An Inquiry into Modes of Existence – AIME. Framed as an empirical inquiry into the ontological and epistemological conditions of mode... Read More about Ethnographies of Higher Education and Modes of Existence: using Latour's philosophical anthropology to construct faithful accounts of higher education practice.

Actor-network theory and ethnography: Sociomaterial approaches to researching medical education (2019)
Journal Article
MacLeod, A., Cameron, P., Ajjawi, R., Kits, O., & Tummons, J. (2019). Actor-network theory and ethnography: Sociomaterial approaches to researching medical education. Perspectives on Medical Education, 8(3), 177-186. https://doi.org/10.1007/s40037-019-0513-6

Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease ve... Read More about Actor-network theory and ethnography: Sociomaterial approaches to researching medical education.

Education as a mode of existence: a Latourian inquiry into assessment validity in higher education (2019)
Journal Article
Tummons, J. (2020). Education as a mode of existence: a Latourian inquiry into assessment validity in higher education. Educational Philosophy and Theory, 52(1), 45-54. https://doi.org/10.1080/00131857.2019.1586530

Within professional higher education, the construct of assessment validity is used to make assumptions about the extent to which students are able to replicate in professional practice what they have learned during their studies through the provision... Read More about Education as a mode of existence: a Latourian inquiry into assessment validity in higher education.

Progressive research collaborations and the limits of soft power (2019)
Journal Article
Kits, O., Angus, C., MacLeod, A., & Tummons, J. (2019). Progressive research collaborations and the limits of soft power. Perspectives on Medical Education, 8(1), 28-32. https://doi.org/10.1007/s40037-019-0496-3

Collaboration in diverse teams is a central topic area in medical education, health research, and healthcare. As medical education researchers we implemented an internal grant policy to develop a progressive research partnership based on widely accep... Read More about Progressive research collaborations and the limits of soft power.

Technologies of Exposure: Videoconferenced Distributed Medical Education as a Sociomaterial Practice (2018)
Journal Article
MacLeod, A., Cameron, P., Kits, O., & Tummons, J. (2019). Technologies of Exposure: Videoconferenced Distributed Medical Education as a Sociomaterial Practice. Academic Medicine, 94(3), 412-418. https://doi.org/10.1097/acm.0000000000002536

Purpose: Videoconferencing—a network of buttons, screens, microphones, cameras, and speakers—is one way to ensure that undergraduate medical curricula are comparably delivered across distributed medical education (DME) sites, a common requirement for... Read More about Technologies of Exposure: Videoconferenced Distributed Medical Education as a Sociomaterial Practice.

Professionalism in Vocational Education: International Perspectives (2017)
Journal Article
Atkins, L., & Tummons, J. (2017). Professionalism in Vocational Education: International Perspectives. Research in Post-Compulsory Education, 22(3), 355-369. https://doi.org/10.1080/13596748.2017.1358517

This paper explores notions of professionalism amongst vocational teachers in the United Kingdom and Australia, through an analysis of voluntarism/regulatory frameworks and professional body frameworks. In terms of empirical evidence, the paper repor... Read More about Professionalism in Vocational Education: International Perspectives.

Institutional Ethnography, Theory, Methodology, and Research: Some Concerns and Some Comments. (2017)
Book Chapter
Tummons, J. (2017). Institutional Ethnography, Theory, Methodology, and Research: Some Concerns and Some Comments. In J. Reid, & L. Russell (Eds.), Perspectives on and from Institutional Ethnography (147-162). Emerald. https://doi.org/10.1108/s1042-319220170000015003

In this chapter, I outline the key tenets of institutional ethnography (IE) as a framework for interpretivist social research. Through drawing not only on the key tenets of IE but also on the key findings and conclusions of the different chapters – e... Read More about Institutional Ethnography, Theory, Methodology, and Research: Some Concerns and Some Comments..

Imitation is not always flattery! The consequences of academy schools in England for further education policy (2017)
Journal Article
Ingleby, E., & Tummons, J. (2017). Imitation is not always flattery! The consequences of academy schools in England for further education policy. Research in Post-Compulsory Education, 22(2), 237-251. https://doi.org/10.1080/13596748.2017.1314682

This article explores the consequences of the introduction of academy schools in England for further education. It is argued that the uncertainty of the remit of academy schools has indirect consequences for further education and that the employabili... Read More about Imitation is not always flattery! The consequences of academy schools in England for further education policy.

Using technology to accomplish comparability of provision in distributed medical education in Canada: an actor–network theory ethnography (2017)
Journal Article
Tummons, J., Fournier, C., Kits, O., & Macleod, A. (2018). Using technology to accomplish comparability of provision in distributed medical education in Canada: an actor–network theory ethnography. Studies in Higher Education, 43(11), 1912-1922. https://doi.org/10.1080/03075079.2017.1290063

This article is derived from a three-year ethnography of distributed medical education at one Canadian University across two Canadian provinces. It explores the ways in which students and staff work inside the technologically rich teaching environmen... Read More about Using technology to accomplish comparability of provision in distributed medical education in Canada: an actor–network theory ethnography.

ICTs and the internet as a framework and field in ethnographic research (2017)
Journal Article
Tummons, J. (2017). ICTs and the internet as a framework and field in ethnographic research. Acta paedagogica Vilnensia (Spausdinta), 39, 132-143. https://doi.org/10.15388/actpaed.2017.39.11488

In this article, I offer a reflexive account drawing on my role as co-investigator based on a three-year institutional ethnography: Medical Education in a Digital Age. Three problematic issues are discussed: first, the ways by which a reliance on dig... Read More about ICTs and the internet as a framework and field in ethnographic research.

‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England (2016)
Journal Article
Tummons, J. (2016). ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England. Research in Post-Compulsory Education, 21(4), 346-359. https://doi.org/10.1080/13596748.2016.1226589

During the last two decades, a number of successive policy initiatives have attempted to professionalise the further education sector in England: professional qualifications have been rewritten, made compulsory and then returned to voluntary status;... Read More about ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England.

The Invisible Work of Distributed Medical Education: Exploring the Contributions of Audiovisual Professionals, Administrative Professionals and Faculty Teachers (2016)
Journal Article
MacLeod, A., Kits, O., Mann, K., Tummons, J., & Wilson, K. (2016). The Invisible Work of Distributed Medical Education: Exploring the Contributions of Audiovisual Professionals, Administrative Professionals and Faculty Teachers. Advances in Health Sciences Education, 22, 623-638. https://doi.org/10.1007/s10459-016-9695-4

Distributed medical education (DME) is becoming increasingly prevalent. Much of the published literature on DME has focused on the experiences of learners in distributed programs; however, our empirical work leads us to believe that DME changes the c... Read More about The Invisible Work of Distributed Medical Education: Exploring the Contributions of Audiovisual Professionals, Administrative Professionals and Faculty Teachers.

Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning (2016)
Journal Article
Tummons, J., Fournier, C., Kits, O., & Macleod, A. (2016). Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning. Higher Education Research & Development, 35(4), 829-840. https://doi.org/10.1080/07294360.2015.1137882

This article, derived from a three-year ethnography of distributed medical education provision in a Canadian university, explores the ways in which information and communication technologies are used by teachers and students in their everyday work wi... Read More about Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning.

Sociomateriality: A Theoretical Framework for Studying Distributed Medical Education (2015)
Journal Article
Macleod, A., Kits, O., Whelan, E., Fournier, C., Wilson, K., Power, G., …Brown, A. (2015). Sociomateriality: A Theoretical Framework for Studying Distributed Medical Education. Academic Medicine, 90(11), 1451-1456. https://doi.org/10.1097/acm.0000000000000708

Distributed medical education (DME) is a type of distance learning in which students participate in medical education from diverse geographic locations using Web conferencing, videoconferencing, e-learning, and similar tools. DME is becoming increasi... Read More about Sociomateriality: A Theoretical Framework for Studying Distributed Medical Education.

Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks (2014)
Journal Article
Tummons, J. (2014). Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks. Research in Post-Compulsory Education, 19(4), 417-432. https://doi.org/10.1080/13596748.2014.955634

This article explores aspects of the relationship between professional standards for teachers and the curriculum for teacher education in the lifelong learning sector in the United Kingdom. Drawing on an analysis of different editions of three core t... Read More about Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks.

Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education (2014)
Journal Article
Tummons, J., MacLeod, A., & Kits, O. (2015). Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education. Ethnography and Education, 10(1), 107-120. https://doi.org/10.1080/17457823.2014.956229

This article draws on an ongoing ethnography of distributed medical education (DME) provision in Canada in order to explore the methodological choices of the researchers as well as the wider pluralisation of ethnographic frameworks that is reflected... Read More about Ethnographies across virtual and physical spaces: a reflexive commentary on a live Canadian/UK ethnography of distributed medical education.

Learning architectures and communities of practice in higher education. (2014)
Book Chapter
Tummons, J. (2014). Learning architectures and communities of practice in higher education. In J. Huisman, & M. Tight (Eds.), Theory and Method in Higher Education Research II (121-139). Emerald. https://doi.org/10.1108/s1479-3628%282014%290000010012

There is considerable variety in the use and citation of Wenger’s framework of communities of practice in educational research. In some cases, citations and references to Wenger’s work are superficial and lack meaningful theoretical application. In o... Read More about Learning architectures and communities of practice in higher education..

The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector (2014)
Journal Article
Tummons, J. (2014). The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector. Research in Post-Compulsory Education, 19(1), 33-44. https://doi.org/10.1080/13596748.2014.872918

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professio... Read More about The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector.

Understanding Behaviour 14+ (2012)
Book
Duckworth, V., Flanagan, K., McCormack, K., & Tummons, J. (2012). Understanding Behaviour 14+. McGraw-Hill

Dominant discourses of pre‐service teacher education and the exigencies of the workplace: an ethnographic study from English further education (2010)
Journal Article
Dixon, L., Jennings, A., Orr, K., & Tummons, J. (2010). Dominant discourses of pre‐service teacher education and the exigencies of the workplace: an ethnographic study from English further education. Journal of Vocational Education and Training, 62(4), 381-393. https://doi.org/10.1080/13636820.2010.529501

The placement in colleges is a crucially formative experience for trainee teachers on pre‐service Further Education (FE) initial teacher training courses. A project at the University of Huddersfield researched these placements in four colleges in the... Read More about Dominant discourses of pre‐service teacher education and the exigencies of the workplace: an ethnographic study from English further education.

Institutional ethnography and actor–network theory: a framework for researching the assessment of trainee teachers (2010)
Journal Article
Tummons, J. (2010). Institutional ethnography and actor–network theory: a framework for researching the assessment of trainee teachers. Ethnography and Education, 5(3), 345-357. https://doi.org/10.1080/17457823.2010.511444

This article provides an analysis of assessment practices on one university-led teacher-training course in England, delivered across a network of further education colleges. After establishing that assessment practices are bound up in texts of differ... Read More about Institutional ethnography and actor–network theory: a framework for researching the assessment of trainee teachers.

The assessment of lesson plans in teacher education: a case study in assessment validity and reliability (2010)
Journal Article
Tummons, J. (2010). The assessment of lesson plans in teacher education: a case study in assessment validity and reliability. Assessment & Evaluation in Higher Education, 35(7), 847-857. https://doi.org/10.1080/02602930903125256

This paper forms part of an exploration of assessment on one part‐time higher education (HE) course: an in‐service, professional qualification for teachers and trainers in the learning and skills sector which is delivered on a franchise basis across... Read More about The assessment of lesson plans in teacher education: a case study in assessment validity and reliability.

Assessment, and the literacy practices of trainee PCET teachers (2008)
Journal Article
Tummons, J. (2008). Assessment, and the literacy practices of trainee PCET teachers. International Journal of Educational Research, 47(3), 184-191. https://doi.org/10.1016/j.ijer.2008.01.006

Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teacher... Read More about Assessment, and the literacy practices of trainee PCET teachers.