Professor Vicky Duckworth

Name: Professor Vicky Duckworth
Department: Secondary and Further Education
Current position: Professor in Education
Email: vicky.duckworth@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education

Biography

Vicky teaches on a wide range of modules, which include strong theoretical and practically based specifications, from level 5 to level 7 MA delivery. Vicky is also a supervisor for PhD study. She is passionate about feeding research into her teaching in a manner which challenges disembodied theory and in doing so demystifies theoretical applications so it makes it meaningful and accessible.

Qualifications

  • 01/11/04 – 10/10/11 PhD, Lancaster University, Department of Educational Research ‘Learning Trajectories, Violence and Empowerment among Adult Basic Skills Learners’  (supervisor: Professor Mary Hamilton).
  • 11/09/98 – 01/09/03  MEd, Manchester Metropolitan University
  • 08/09/97 – 12/11/01 English MA, University of Manchester (Victoria)
  • 03/11/97 – 16/03/98 Postgraduate Education Diploma, Manchester Metropolitan University
  • 11/09/95 – 03/06/96 PostgraduatePGCE (Bannister Award), Bolton Institute
  • 07/09/92 – 05/06/ English BA (Hons) 2:1, Manchester Metropolitan University
  • 11/09/95 – 03/06/96 D32 and D33
  • 1989 RGM, Tameside General Hospital
  • 1987 RGN, Tameside General Hospital

History

Vicky’s research and teaching spans over two decades, in this time she has developed a national and International reputation for research in Adult Education and Literacy. As such, Vicky has developed considerable expertise in Adult Education and Literacy and is deeply committed to challenging inequality through critical and emancipatory approaches to education, widening participation, inclusion, community action and engaging in research with a strong social justice agenda.

Achievements:

  • 2017: Invited keynote for UCET Conference. FE: Transforming Lives and Communities, York. 8th of November,  2017  http://www.ucet.ac.uk/8514
  • 2017: Invited to present research findings at the Mental Wealth Conference 2017 CityLit. 17th of September http://transforminglives.web.ucu.org.uk/2017/09/17/mental-wealth-conference-2017/
  • 2017: Invited to contribute research to the programme for Economic and Social Research Council (ESRC) Festival of Social Science, 2017
  • 2017: Invited by UCU to speak at the Conservative Annual Conference, Fringe event Transforming lives: are we making the most of the UK’s further education system? Manchester, 2nd of October, 2017
  • 2017: Invited by chair of Northern Ireland Impact Forum on Adult Learning, to share research and  deliver a ‘ Pedagogy for the 21st Century: achieving greater and wider impact of learning, Belfast,  15th of June 2017
  • 2017: Invited to join the EUROPEAN AGENDA FOR ADULT LEARNING (EAAL) England Impact Forum
  • 2017: Invited by UCU to attend the UCU Congress 2017, and meet with key educational figures and policy makers  to discuss the transforming lives and communities research project and its implications on policy and practice https://www.ucu.org.uk/Congress2017
  • 2017: Invited by the ATL president to attend the ATL conference and  dinner
  • 2017: Invited to be a lead Guest Editor of the Journal of Education and Training, call for papers active http://www.emeraldgrouppublishing.com/authors/writing/calls.htm?id=7186
  • 2017 – Invited keynote for UKLA 53rd International Conference 2017 – Glasgow Language, Literacy and Class: Connections and Contradictions( 30thJune to Sunday 2nd July)
  • 2017: Invited Keynote for Research and Practice in Adult Literacy (RaPAL) Conference,  Global Literacies: UK Literacies in a Global Context. Transformative Further Education  (24.06.17) https://rapal.org.uk/conference-2017/
  • 2017:Invited keynote for Dundee and Angus College , Teach the Future Conference, UCU Transforming Lives and Communities Project (02.06.17)
  • 2017: Invited by chair of Northern Ireland Impact Forum on Adult Learning, to deliver a ‘ Pedagogy for the 21st Century: achieving greater and wider impact of learning, Belfast,  15th of June 2017
  • 2017: Invited to join the EUROPEAN AGENDA FOR ADULT LEARNING (EAAL) England Impact Forum to give evidence on adult learning from the UCU transforming lives project
  • 2017: Invited by UCU to attend the UCU Congress 2017,  disseminate the transforming lives and communities research project and launch of  , and its implications on policy and practice https://www.ucu.org.uk/Congress2017
  • 2017: Invited to be a speaker for the UCU and UNISON members and activists conference, disseminate UCU transforming Lives and Communities (12.05.17) https://d3n8a8pro7vhmx.cloudfront.net/unisonnw/pages/721/attachments/original/1491900213/UCU_UNISON_Joint_Event_May_2017_v3.pdf?1491900213

https://d3n8a8pro7vhmx.cloudfront.net/unisonnw/pages/721/attachments/original/1491900213/UCU_UNISON_Joint_Event_May_2017_v3.pdf?1491900213

  • 2017: Invited to be a lead Guest Editor of the Journal of Education and Training, call for papers active http://www.emeraldgrouppublishing.com/authors/writing/calls.htm?id=7186
  • 2017: Invited to the meet Minister of State (Department of Education) (Apprenticeships and Skills) to discuss the UCU Transforming lives and communities research project and the impact on policy
  • 2017: Invited by Professor Dame Alison Peacock (appointed CEO of the Chartered College of Teaching) to the launch of the Chartered College of Teaching and to partake in the Teacher Panel: Why we need evidence https://charteredcollegeofteaching.conference-websites.co.uk/speaker/dr-vicky-duckworth/
  • 2016: Winner of the Outstanding Paper award in the 2016 Emerald Literati Network Awards for Excellence
  • Invited by Professor Anna Robinson-Pant, UNESCO Chair in Adult Literacy and Learning for Social Transformation to share my research findings for their International report Promoting Health and Literacy for Women’s Empowerment http://unesdoc.unesco.org/images/0024/002456/245698e.pd
  • 2016: Invited keynote Lecture for the ATL annual FE conference with the theme of ‘How can we get the balance right to deal with policy change that comes from government and provide a stable and sustainable teaching and learning environment?’ (8th of July)
  • 2016: Invited Keynote for the  TELL / LSRN conference (29th April)
  • 2016: Presented Keynote at the UCU’s third ‘Cradle to Grave’ Conference, London (6th of February)
  • 2016: Presentation to the National Literacy Working Group and the Literacy and Development Group of the University of East Anglia (supported by the British Association for International and Comparative Education (BAICE) (23rd of September) which fed into the report https://www.uea.ac.uk/documents/595200/10397292/FINAL_Bridging+the+Gap+Final+Report_February+2016.pdf/3399a627-e696-435e-9ab0-da351c213b2f
  • 2016: Invited keynote for 2016 ACAL – ACTA Conference ‘DIVERSITY: exchanging ways of being’ Perth, Australia, (7 – 11 April)
  • 2016: Invited to co-deliver workshop, in conjunction with James Noble-Rogers  (Chief Executive of the Universities Council for the Education of Teachers (UCET) at the Reimagining Further Education:  Conference  (29th of July) file:///C:/Users/duckworv/Downloads/reimagining-fe-conference-programme-131000252013931978.pdf
  • 2016: Invited by the European Agency for Special Needs and Inclusive Education and UNESCO to submit an International research informed case study based on Education and Social Justice for the virtual platform; the main aim being to  provide on-line materials for the target groups of policy makers and other key stakeholders working to develop equity and equal opportunities for all within education systems – with a particular focus on teacher education policy and practice. http://www.inclusive-education-in-action.org/index.html
  • 2016: Invited by David Mallow, UCL Institute of Education, London, to submit a Blog for the European Commission’s Electronic Platform for Adult Learning in Europe – EPALE (https://ec.europa.eu/epale). To mark International Women’s Day on March the 8th, EPALE is holding an online discussion: “How can adult learning help to address gender inequality?” ‘Reclaiming gendered and classed literacies as a tool for resistance and empowerment’
  • 2016: Lead Guest Editor  of the  Journal of Education and Training Volume 58 No. 3 http://www.emeraldinsight.com/toc/et/58/3
  • 2015 – present: Co-convenor  of the  BERA  Social Justice SIG https://www.bera.ac.uk/group/social-justice
  • 2015: Invited for a meeting with David Lammy MP at Westminster to discuss  research Learning Trajectories, violence and empowerment  and its link to his proposed development of night schools
  • 2015: Invited to partake in the expert panel BERA 2015, pre-conference expert panel for social justice.  How can we do education research in a socially just way? (14th of September) https://www.bera.ac.uk/event/how-can-we-do-education-research-in-a-socially-just-way
  • 2015: Member of the BERA Social Justice SIG consultation for the manifesto’ Fair and Equal Education Manifesto: Respecting Children and Young People’ Invited to contribute to the development of  the BERA FAIR AND EQUAL EDUCATION: AN EVIDENCE-BASED POLICY MANIFESTO THAT RESPECTS CHILDREN AND YOUNG PEOPLE https://www.bera.ac.uk/project/respecting-children-learning-from-the-past-redesigning-the-future
  • 2014 – present: Invited to be a member of Editorial Boards/Editorial Advisory Boards – Research in Post-Compulsory Education http://www.tandfonline.com/doi/full/10.1080/13596748.2015.1103517
  • 2014 – present: Invited to be a Trustee for the Helena Kennedy Foundation (HKF) http://www.hkf.org.uk/about-hkf/who-we-are
  • 2014 – present: Committee member for the Association for Research in Post-Compulsory Education (ARPCE) committee member
  • 2014: Lead Guest Editor of the I Journal of Education and Training  Volume 56 No. 7 http://www.emeraldinsight.com/doi/full/10.1108/ET-07-2014-0086
  • Excellent reviews by leading scholars for my research ‘Learning Trajectories, Violence and empowerment amongst adult basic skills learners’ and subsequent monograph. The research has been drawn upon by national and International scholars
  • 2013 – 14: Invited to be on the Expert Panel for the Book Trust Project report, based on a systematic review of the literature with  A number of intergenerational and life-story interviews: Attitudes to Reading and Writing and their Links  with Social Mobility 1914–2014 An Evidence Review file:///C:/Users/duckworv/Downloads/Booktrust100%20Final%20Report%206th%20March%202014.pdf
  • 2014: Lead Guest Editor of the  International Journal of Multidisciplinary Comparative Studies  Volume 1 No. 2
  • 2010: Winner of International Professional Award from the Adult Education Alliance (AHEA) for services to Adult Education – with a focus on adult education and literacy
  • 2010 – present: International Representative for Adult Higher Education Alliance (AHEA)
  • 2010: BBC RAW National Consultant for Literacy
  • 2008 – 10 : Convenor of North West Learning and Skills Research Network
  • 2010-present: Reviewer for BERA conference
  • 2009 – 14: Chief External Examiner for the Further Education and Training (Post Graduate Certificate  in Education):  Greenwich University
  • 2010 – 2016: External Examiner for Durham New College
  • 2010 – present: Reviewer of academic book proposals for Open University, Sage Publishing, Emerald, Palgrave and Routledge

Institutional esteem (selection)

  • 2017 – Present: Faculty of Education representative for the University RIF Steering group
  • 2016 – Present: Committee member for the FoE FPGR
  • 2016 – present: Steering group member of the Institute for Public Policy and Professional Practice
  • 2016 – present: Faculty of Education representative for the Postgraduate Medical Institute (PGMI) Management Group
  • 2014 – 2015: Athena Swan Working Group (award successfully achieved October, 2015)
  • 2012 – present: Faculty Research Committee representative for Further Education and Training
  • 2015: Faculty Scrutiny Panel: BA (Hons) Early Years Professional Practice and Leadership
  • 2015: Faculty of Education Internal Audit of Quality of Assessment Feedback Panel
  • 2015 – present: Planning group for The Institute for Public Policy and Professional Practice (I4P)
  • 2015: Chancellor’s Excellence in Teaching Award
  • 2014: Chancellor’s Excellence in Teaching Award

Research:

Research Interests

Vicky’s research and teaching spans over two decades, in this time she has developed a national and International reputation for research in Adult Education and Literacy. As such, Vicky has developed considerable expertise in Adult Education and Literacy and is deeply committed to challenging inequality through critical and emancipatory approaches to education, widening participation, inclusion, community action and engaging in research with a strong social justice agenda. She has drew on a critical perspective, applying Bourdieu’s work as the theoretical framework, as well as using a range of feminist, sociology of education, literature on the ethics of care and critical literacy pedagogy, including the New Literacy Studies to explore and add to the debate on the impact of violence and trauma on learning, possibilities, resistance and transformation and its link to class, gender, ethnicity, health and literacy.

She has advised on policy and is a member of a number of National and International networks, which includes her role as trustee of the Helena Kennedy Foundation (http://www.hkf.org.uk/(http://www.unaglobal.org/) and membership of the board for the Association for Research in Post-Compulsory Education (http://arpce.org.uk/about/)

Throughout her career Vicky has published widely which consists of authoring and editing books, most recently this includes: Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners (Routledge, 2013); Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy (Routledge 2014); Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism (Palgrave 2015).

Research Groups

  • 2017 -present: member of the  editorial board for  Management in Education, Sage Publishing https://uk.sagepub.com/en-gb/eur/journal/management-education#editorial-board
  • 2016 –  present: member of the  editorial board for IPDA’s proposed new journal ‘PRACTICE: contemporary issues in practitioner education
  • 2015 – present:  Co-convenor  of the  BERA  Social Justice SIG https://www.bera.ac.uk/group/social-justice
  • 2014 – present: Member of Editorial Board – Research in Post-Compulsory Education, Routledge
  • 2015 – present: Committee member for the Association for Research in Post-Compulsory  Education (ARPCE) committee member http://arpce.org.uk/committee/
  • 2008 – 10 : Convenor of North West  Learning and Skills Research Network
  • 2010 – present: International Representative for Adult Higher Education Alliance (AHEA)
  • 2008 – present:  Research and Practice in Adult Literacy (RAPAL)

Published work:

 Authored Books (Peer reviewed)

  • Atkins, L and Duckworth, V. (Forthcoming) Research Methods for Social Justice and Equity in Education. Bloomsbury. The text is part of the Research Methods for Educationseries (Series editor Professor Melanie Nind) http://www.bloomsbury.com/uk/series/bloomsbury-research-methods-for-education/
  • Ade-Ojo, G. and Duckworth, V. (2015)  Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan Pivotal: London
  • Duckworth, V. (2013) Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners. Research in Education. London: Routledge

Edited Books (peer reviewed)

  • Duckworth, V. and Ade-Ojo, G., eds. (2014) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Research in Education . London: Routledge

Professional authored books

 Published

  • Duckworth, V. (2013) How to be a Brilliant FE Teacher: A Practical Guide to Being Effective and Innovative. London: Taylor & Francis Group
  • Ingle, S. and Duckworth, V. (2013) Teaching and Training Vocational Learners. London: Sage Press
  • Ingle, S. and Duckworth, V. (2013) Enhancing Learning through Technology in Lifelong Learning: Fresh ideas; innovative strategies. Maidenhead: Open University Press
  • Tummons, J. and Duckworth, V. (2012) Doing Your Research Project in the Lifelong Learning Sector.  Maidenhead: Open University Press
  • Duckworth, V., Flannagan, K., McCormack, K & Tummons, J. (2012) Behaviour 14 + A Solution Based Approach. Maidenhead: Open University Press
  • Duckworth., V., V., Hussein, S., Dwerryhouse, R., Gibbons, C., Morley, T. & Ingle, S. (2011) Teaching tomorrow by today’s trainees and specialists: innovative approaches to teaching and learning. Warrington: Gatehouse Books
  • Duckworth, V., Gelling, C., Sheridan, B. & Shiel, C. (2010) I teach: Journeys into Teaching. Warrington: Gatehouse Books
  • Duckworth, V., Wood, J., Dickinson, J. & Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector.  London:  Learning matters

 Edited Chapters (peer reviewed)

 Forthcoming

  • Duckworth, V. and Smith, R. (2019) ‘creative forms of doing and disseminating collaborative research’  in Finnegan, F. &  Grummell B (ed) doing critical and creative research in adult education . Rotterdam: Sense
  • Duckworth, V. and Smith, R. (2019), ‘Further educations: transformative teaching and learning for adults in times of austerity’,   in James, N and Boeren, E (ed) Being an adult learner in austere times, London: Palgrave-Macmillan
  • Duckworth, V. & Smith, R (2019) ‘Research, criticality & adult and further education: catalysing hope and dialogic caring’ in Hamilton, M and Tett, L (ed) Resisting the neo-liberal discourse in Education: local, national and transnational perspectives. Bristol: Policy Press
  • Duckworth, V. and Smith, R. (2018)Transformative Learning in English Further Educationin Borg, C;  Mayo, P and Sultana, R (ed)  Skills for sustainable Human Development of the International Handbook on Vocational Education and Training for changing the world of work. Springer

Published

  • Duckworth, V. (2017) Transforming The Prince to a Prince of Hope: Emancipatory adult education empowering students and communities,  In Petrie, J; Ore, K; Dalie, M (ed) The Principal: Power & Professionalism in FE. Trentham Books
  • Duckworth, V. and Hamilton, M. (2016) Linking research and practice in adult literacy in the UK, in Yasukawa, K & Black, S. (eds.) Beyond economic interests: Critical perspectives in adult literacy & numeracy in a globalised world (International Issues in Adult Education, Volume 18), Sense Publishers: Netherlands pp 167-184 http://link.springer.com/chapter/10.1007%2F978-94-6300-444-2_11
  • Duckworth, V. (2016) Literacy and imagination, in D. Bland (ed.) Imagination for Inclusion: Diverse contexts of educational practice. Routledge Research in Education: London pp 100 – 115
  • Duckworth, V. (2014) Literacy and Transformation, in Duckworth, V. and Ade-Ojo, G. (eds.) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literac Monograph: Routledge Research in Education: London pp 27 – 46
  • Ade-Ojo, G. and Duckworth, V. (2014) Is practice keeping pace with policy?, in Duckworth, V. and Ade-Ojo, G. (eds.) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literac Monograph: Routledge Research in Education: London pp 1 – 10
  • Duckworth, V. (2011) Chapter 8.3 Developing an Organisational Culture where Social Justice and Collaboration Runs Alongside Widening Participation, in Liz Thomas, Malcolm Tight (ed.) Institutional Transformation to Engage a Diverse Student Body (International Perspectives on Higher Education Research, Volume 6), Emerald Group Publishing Limited pp 311-317

Professional Book chapters

Published

  • Duckworth, V. (2016) Enacting Teacher Education Values. In: Crawley, Jim (ed). Post Compulsory Teacher Educators: Connecting Professionals. Critical Publishing. ISBN 9781910391860
  • Duckworth, V. (2015) Violence in the learning trajectories of basic skills learners and the implication of this in shaping the curriculum, in Margaret Gregson,  Maggie Gregson, Lawrence Nixon,, Trish Spedding (eds.) Readings for Reflective Teaching in Further, Adult and Vocational Education. London: Bloomsbury
  • Duckworth, V. and Farrimond, S. (2009) ’14 – 19 curriculum’, Supporting Every Child: A Course Book for Foundation Degree Teaching Assistants, Exeter: Learning Matters
  • Duckworth, V. & Tett, L (2019) . Launching a transformative and emancipatory literacy lens to empower
  • Learners and their communities.  International Journal of Lifelong Education, Forthcoming
  • Duckworth, V. & Smith, R. (2018), Adult Literacy: Further Education as a space for resistance RaPAL Journal, Volume No.93 Winter 2017  
  • Duckworth, V; Smith, R. & Husband, G. (2018) Guest Editorial, Adult Education: Transformation and Social Justice, Education and Training, http://www.emeraldgrouppublishing.com/products/journals/call_for_papers.htm?id=7186)  
  • Allan, David and Duckworth, Vicky (2017) Voices of Disaffection: Disengaged and disruptive youths or agents of change and self-empowerment? British Journal of Special Education. ISSN 1467-8578 (In Press).

Peer reviewed Journal articles

 

  • Heaslop, V; Board, M; Duckworth, V and Thomas, L. (2017) WIDENING PARTICIPATION IN NURSE EDUCATION; AN INTEGRATIVE LITERATURE REVIEW. Nurse Education Today, ELSEVIER http://www.sciencedirect.com/science/article/pii/S0260691717302034
  • Farrell, Francis, Duckworth, Vicky, Reece, Monika and Rigby, Phil (2016) The moral frontiers of English education policy governmentality and ethics within an alternative provision free school. Educational Review. pp. 1-17. ISSN 0013-1911 DOI 10.1080/00131911.2016.1223018
  • Ade-Ojo, Gordon and Duckworth, V.(2016) Of cultural dissonance: the UK’s adult literacy policies and the creation of democratic learning spaces. International Journal of Lifelong Education. pp. 1-18. ISSN 0260-1370 DOI 10.1080/02601370.2016.1250232
  • Duckworth, V. (2016) Creating critical spaces for emancipatory learning and justice. Fine print Victorian Adult Literacy and Basic Skills Council Australia, 39 (2). pp. 3-10. ISSN 0519-3978
  • Duckworth, V., Thomas, L and Bland, D. (2016) joining the dots between teacher education and widening participation in higher education, Research in Post-Compulsory Education and Training, Taylor and Francis http://www.tandfonline.com/doi/full/10.1080/13596748.2016.1195167?src=recsys&
  • Duckworth, V and Ade-Ojo, G. (2016) Journeys through Transformation: A Case Study of Two Adult Literacy Learners, Journal of Transformative Education, Sage http://jtd.sagepub.com/content/early/2016/05/19/1541344616644682.abstract
  • Duckworth, V., Farrell, F. and Rigby, P.  Guest Editorial, (2016) Ways of ‘being’: alternative critical dialogic perspectives on gendered identity in education,  Education and Training,  28 (3) 248 – 251
  • Duckworth, V. ,Lord, J., Dunne, L., Atkins, L. and Watmore, S. (2016) Creating feminized critical spaces and co-caring communities of practice outside patriarchal managerial landscapes, Gender and Education, Taylor and Francis http://www.tandfonline.com/doi/full/10.1080/09540253.2015.1123228
  • Duckworth, V. and Maxwell, B. (2015) Extending the mentor role in initial teacher education: Embracing social justice, International Journal of Mentoring and Coaching in Education, 4 (1)  4-20
  • Duckworth, V. and  Brzeski, A. (2015) challenges to Neoliberalism:  Literacy, learning and identity, Research in Post-Compulsory Education and Training,  20 (1)  1 – 16
  • Duckworth, (2015) Blame, shame and guilt: challenging negative labels and inequality through critical literacy, Journal of Research and Practice in Adult Literacies,  Vol  84/85  2 – 5
  • Duckworth, V. and Tummons, J. (2014) Guest Editorial, Challenges to Neo-liberalism and social justice in post-compulsory education and training: an Introduction, Education and Training, 56 (7)
  • Duckworth, V. and Ade-Ojo, G. (2014) Guest Editorial, Promoting employability through specific literacies, International Journal of Multidisciplinary Comparative Studies, 1 (2) 3-6
  • Duckworth, V and Cochrane, M. (2012) Spoilt for choice, spoilt by choice: Long-term consequences of limitations imposed by social background, Education and Training, 54 ( 7) 579 – 591
  • Thomas, Liz, Bland, Derek C., & Duckworth, Vicky (2012) Teachers as advocates for widening participation and Lifelong Learning, Widening Participation and Lifelong Learning, 14 (2)  40-58
  • Johnson, C., Duckworth, V., McNamara, M. & Apelbaum, C. (2010) A tale of two adult learners: From adult basic education to degree completion, National Association for Developmental Education Digest, 5 (5) 57 – 67
  • Duckworth, V. (2009) Sustaining learning over time: It looks more like a Yellow Brick Road than a straightforward path for women experiencing violence, Research and Practice in Adult Literacy, Vol 71 45 – 47
  • Duckworth, V and Taylor , K. (2008) Words are for Everyone, Research and Practice in Adult Literacy, Vol 64 30 – 32
  • Duckworth, (2007) The Impact of Practitioner Research on: self, learners and teachers in training’, Research and Practice in Adult Literacy, 62 18 – 21
  • Duckworth, V (2006) Extraordinary achievements, Research and Practice in Adult Literacy, Vol 60 5 -9

Invited papers

  • Special issue of NIACE’s journal Adults Learning, focusing on NIACE’s General Election Manifesto, intended to influence debate in the run-up to May 2015 election: Duckworth, V. (2014) Basic Skills Provision: a powerful tool for challenging inequality and empowering learners, their family and their local and wider communities, Adults Learning NIACE, 25 (4) 19 – 20
  • Special Issue of BERA: Autumn/Winter issue of Research Intelligence, theme:  ‘Respecting Children and Young People – A Global Issue’. Duckworth, V (2014) Literacy and Empowerment, Special Issue of BERA: Autumn/Winter issue of Research Intelligence, which will be on the theme:  ‘Respecting Children and Young People – A Global Issue’  

Professional publications (selection)

  • Duckworth, V. (2015) Continuous Professional Development Matters, Improving your practice through research  InTution, (19) 25  https://lsrn.files.wordpress.com/2014/12/150206-article-in-intuition_winter15.pdf
  • Duckworth, V and Khan, R (2009) Reaching into Communities to attract non-traditional and BME trainees into teacher education, Professional Development, 15 (23) 30 – 35
  • Duckworth, V and Varney, S (2008) Making Your CPD Count in The New Quality Framework, Professional Development, (12) 13
  • Mallows, D, Chester, A, Duckworth, V (2008) Seeing yourself in print’, Reflect: National Research and Development Centre, (10) 26 http://www.nrdc.org.uk/wp-content/uploads/2015/10/Reflect-10.pdf
  • Duckworth, V and Appleby, Y (2006) Adult Literacy Subject Support, Basic Skills Skills: Professional Development Bulletin, (7) 21 – 27

National Resources    

  • Duckworth, V & Smith, R. (2017) Sharing transformational approaches to teaching and learning, UCU
  • Duckworth, V. (2009) On The Job: Car Mechanic Tutor Resources , On The Job 14 – 19 Series, Warrington: Gatehouse Book
  • Duckworth, V. (2008) Getting Better Worksheets, Adult Literacy Resources, Warrington: Gatehouse Books

Professional Blogs

Media

Radio

  • Duckworth, V & Smith, R. Interviewed on Merseyside Radio about the UCU transforming lives and communities project (29.01.17)
  • Duckworth, V & McNamara, M. (2015) Interviewed on Women’s Hour, Radio 4  Women and Literacy (02.12.16) http://www.bbc.co.uk/programmes/b06qkglk

Reports (most recent)

Knowledge Transfer and Enterprise

Presenting at conferences (2017 selection only)

 

External Collaboration and Partnership Activity

Vicky has led a number of collaborative projects with internal and external colleagues, for example, the research based on ‘solution based approaches to behaviour management’. This has led to the publication of a key text book (Duckworth et al 2012).   The research findings promote a move from a deficit model to behaviour management to a solutions based focus. http://www.mheducation.co.uk/9780335237890-emea-understanding-behaviour-14

Vicky also led the access into education BME research project which fed into EHU’s and national inclusive taster programmes. Partnering with community teacher Rhea Khan and later Professor Liz Thomas and Dr Derek Bland they developed an international project which explores trainee teachers as ambassadors for widening participation and inclusion across the educational sector (Thomas et al 2012; Duckworth 2015; Duckworth et al 2016).

  • Duckworth, V., Thomas, L and Bland, D. (2016) joining the dots between teacher education and widening participation in higher education, Research in Post-Compulsory Education and Training, Taylor and Francis http://www.tandfonline.com/doi/full/10.1080/13596748.2016.1195167?src=recsys&
  • Duckworth, V. (2016) Literacy and imagination, in D. Bland (ed.) Imagination for Inclusion: Diverse contexts of educational practice.  Routledge Research in Education: London pp 100 – 115
  • Thomas, Liz, Bland, Derek C., & Duckworth, Vicky (2012) Teachers as advocates for widening participation and Lifelong Learning,  Widening Participation and Lifelong Learning, 14 (2)  40-58
  • Duckworth, V and Khan, R (2009) Reaching into Communities to attract non-traditional and BME trainees into teacher education, Professional Development, 15 (23) 30 – 35

Vicky collaborated with Dr Bronwen Maxwell (Sheffield Hallam University). They explored extending the mentor role in initial teacher education to embrace social justice.  The findings were shared at the BERA LLS symposia (2013).  To investigate this further they produced two literature reviews, the first is based on mentoring Lifelong Learning sector trainee teachers in the UK and the second considers international literature on mentoring and social justice. The findings are part of our recent peer reviewed paper (Duckworth and Maxwell, 2015).

  • Duckworth, V. and Maxwell, B. (2015) Extending the mentor role in initial teacher education: Embracing social justice, International Journal of Mentoring and Coaching in Education,  4 (1)  4-20

Vicky was Research Lead for the research apprentice scheme, which commenced September 2014. In this role Vicky mentored research apprentices – Dr Francis Farrell, Monika Reece and Dr Phil Rigby in our project ‘Learner and practitioner subjectivity within free schools settings: a critical investigation of new provision and policy’. The research progressed well, and was successful in an application to ECER 2015. In addition to this they edited a special edition of The Journal of Education and Training on the theme of: Gendered spaces and subjectivities across education, training and employment.

  • Farrell, Francis, Duckworth, Vicky, Reece, Monika and Rigby, Phil (2016) The moral frontiers of English education policy governmentality and ethics within an alternative provision free school. Educational Review. pp. 1-17.

Health, Widening Participation and austerity

In 2015 in conjunction with Professor Liz Thomas, Professor Vini Lander and Dr Dave Allan Vicky was commissioned by Health Education England (£50k) – the national body responsible for the training and education of the current and future healthcare workforce – to undertake substantial research to ‘develop the evidence base for widening participation’. The study worked in partnership with other higher education providers, and included further data analysis, an exploration of how institutions widen participation in health education and qualitative interviews with 70 student and recent graduates of higher education programmes funded by the National Health Service (NHS). It identified students’ passion for being a healthcare professional to be important, but so too was financial support.

Building on this project Professor Liz Thomas and Vicky (in conjunction with Bournemouth University) developed a bid for the Research Institute Thematic Award of £20,000 (EHU funding pending) (£10,000 has been secured from Bournemouth University) to explore and  understand the impact of austerity on participation in NHS-funded health education programmes in higher education.  They have developed a national survey, which has been supported by the Royal College of Nursing, it has been completed thus far by 671 registered nurses.

Adult Literacy and Education

Vicky co-explored the gradual evolution of Adult Literacy policy in the UK from the 70s to the current decade; drawing on philosophical, sociological and economic frames of reference from local, national and International perspectives, and the application of empirical data the research argued that the value positions of instrumentalism, driven by the now dominant human capital philosophy has gradually taken control of adult literacy policy and its attendant practice. An alternative curriculum is offered; a transformative model that presents a more socially just different value position (Ade-Ojo and Duckworth 2015).

Vicky  was invited to contribute to International symposiums with leading scholarly figures, this includes the ESREA: 8th Triennial European Research Conference (2016) critically exploring ‘Literacy in the times of PIAAC―Looking at adults’ literacy practices from alternative and critical points of view’. Most recently, her paper was accepted for the ECER 2017 conference, Copenhagen: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research. The theme being probed is ‘Resisting the human capital policy discourse: Programme for the International Assessment of Adult Competencies (PIAAC) and literacies research.

Adult Education

In conjunction with Dr Rob Smith (Birmingham City University), UCU commissioned Vicky to carry out an important piece of research in the Further Education Sector which will feed into UCU 2020 vision. UCU see the project as vital in their next steps and are commissioning it to collect key evidence for Ministers and policy officials. Given the significant change in the sector and cuts to funding in recent years, this project has the potential to have a significant impact in re-shaping perceptions of FE.  The research has had significant impact, which has included senior politicians drawing on the work as evidence of the power of Further Education to transform lives and the economy.  Subsequently the project was referred to in his speech and there has been further ongoing dialogue. Furthermore,  Jeremy Corbyn, the leader of the Labour Party, has spoken about his support for expanding further education provision and increase the number of FE teachers. Drawing on evidence from the Transforming Lives and Communities project, he talks about how education sits at the heart of the party’s vision for bringing about change in this country. http://transforminglives.web.ucu.org.uk/2017/01/

January 2017 – Further Education in England: transforming …

transforminglives.web.ucu.org.uk

Jeremy Corbyn, the leader of the Labour Party, has spoken about his support for the current campaign to fund and expand further education provision and increase the …

 Most recently, Vicky has been part of a DfE funded research in conjunction with CfE, Professor Geoff Wake and Dr Diane Dalby from the Centre for Research in Mathematics Education, University of Nottingham and Dr Rob Smith of Birmingham City University. The research explores Research into effective practice in the delivery and teaching of English and Maths to 16-18 year olds. I have collaborated in writing of the DfE report. The report can be located at: https://www.gov.uk/government/publications/english-and-maths-for-16-to-18-year-olds-effective-teaching

Vicky is now continuing with (with Dr Rob Smith, from BCU) the second phase of the UCU FE: Transforming Lives and Communities research project, which includes delivering a number of national surveys in the related area. http://transforminglives.web.ucu.org.uk/about-this-project/

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