Professor Tom Billington

Professor Tom Billington Professor of Educational and Child Psychology, and Director of the Centre for the Study of Children, Families and Learning Communities, Sheffield University

Learning with children: Self and relations in successful schools

 

Abstract

Government practices in education invariably seek to reduce children to the level of abstracted individuals, for example, in the form of measurable achievements or problems such as SATS scores, GCSE results or attendance data. While such information has become important, conceptualizations of learning too can be sought which are overly simplistic and fail to acknowledge either experiential qualities or the inherently human, that is to say, the social context of learning. Learning happens in classrooms, within the socially- and culturally-defining circumstances of schools, but also in our homes and communities. This presentation argues not only for the inherently social and interactive nature of learning but also, through exploration of dynamic models of experience and learning, seeks to address the question ‘what kind of lives do we want to share with children?’

 

Biography

Much of Tom´s research focuses on the professional practices of Educational and Child Psychologists, in particular, the nature of work conducted with children and young people and the theoretical bases upon which practice is justified. He has published extensively in this area and has for many years sought to inform the development of practitioner assessments and interventions which are both ethical and effective through expanding the base of research evidence beyond reductionist psychopathologies. In particular, he has been locating Educational Psychology within the context of a much broader critical theoretical framework (Billington, 1997).

Tom has specialized in qualitative research methodologies, especially discourse analytic, psychodynamic and narrative approaches in individual case work with children and young people, their families and schools. Of particular concern is the power of psychological discourses as exercised by practitioners, focusing on fundamental questions as to how we go about our work; for example, `how do we speak of children? How do we speak with children? How do we write about children? How do we listen to children? How do we listen to ourselves (when working with children)? (Billington, 2006).

His published work includes books and journal articles and he has presented at many conferences, including keynotes, both in the UK and internationally. Much of Tom´s work explores the researcher-practitioner model, especially in inter-disciplinary and multi-agency contexts and he is a member of the Centre for the Study of Childhood and Youth at the University and part of Sheffield´s commitment to the Worldwide Universities Network (WUN).

For a copy of his presentation, please click here: Presentation by Professor Tom Billington