Beyond the Neoliberal University: Re-Thinking Higher Education
11th Annual Conference on Education Research (ACRE)
15-17th July, 2019
The deadline to register for ACRE 2019 is approaching: for more information see the conference pages. If you have any queries, please contact the FoE conference team via email@example.com
We look forward to welcoming you to our beautiful campus!
Research Seminar Programme, 2018/19
A full programme, including abstracts, will be available here shortly.
To book your place, please visit the online store (all seminars are free). If you have any questions, please contact us firstname.lastname@example.org.
Our first short seminar series of the new academic year will mark the completion of the doctorates of our first group of Graduate Teaching Assistants.
October 16th• 12.45-2.00pm• E20
Methodological choices, challenges and contentment
At this seminar, I will guide colleagues through the various methodological choices I made during my three-year PhD study, which explored perceptions of informal learning within the context of secondary music education. I will present a reflection on the methodological difficulties and break-throughs I had experienced whilst trying to navigate this fundamental but challenging area of my studies.
The PhD research was established within the qualitative interpretative paradigm and my epistemological perspective was inspired by both constructivist and social constructionist perspectives. I was also positioned as both an insider (due to my background as a secondary school teacher and musician) and outsider (due to my HE researcher identity). A two-phased research design was developed, defined by setting and participants. The first phase consisted of semi-structured interviews, and the second more substantial phase was based in case study schools. Methods implemented within the case studies included interviews, observations, document sources, focus groups and self-recorded diaries. A complexity was added to the second phase of the research, where teachers were invited to participate in elements of a co-research approach. How the approach was realised will be discussed at this seminar, along with the perceived gap between expectation and reality experienced.
Data was analysed thematically, and consideration of how this qualitative research can be seen as trustworthy will be presented. The seminar will conclude with a reflection on important ethical considerations made throughout – some which posed difficult dilemmas to be overcome. It is hoped that by presenting the methodological choices, challenges and contentment encountered during my PhD studies, colleagues will engage in dialogue and share their own experiences, as it is believed that much can be learnt from the experience of others.
Anna has worked as a secondary school music teacher and Acting Head of Department prior to joining Edge Hill University. Anna’s PhD research focused upon how the Musical Futures model of informal learning is understood, experienced and implemented in secondary school music lessons. Anna is a Fellow of the Higher Education Academy.
Recently published work:
CUMMINS, D., MARIGUDDI, A. and WEIR, S., 2017. ‘It’s not about me’: teaching music in a secondary school. In: T. CAIN and J. CURSLEY, eds. Teaching Music Differently: Case Studies of Inspiring Pedagogies. Oxon: Routledge. pp. 116-130.
Research Seminar Programme, 2018/19- previous seminars
Teachers, Gender and the Feminisation Debate
Prof Marie-Pierre Moreau, Anglia Ruskin University
Tuesday 18th September 2018 • 12.30-2.00pm • E15
Marie-Pierre Moreau is Professor in Education, Department of Education and Social Care, Anglia Ruskin University. Her research is at the nexus of education, work and equality issues, with specific reference to gender. She has particular interest in how gender, social class and ethnicity shape people’s lives and in individuals’ discursive construction of equality matters.
A Novel Multi-Sensory Approach to Letter Recognition and Literacy
Patricia Carson, James Cook University, Cairns, Australia
Thursday 1st November 2018 • 12.45-2.00pm • E18
Patricia Carson is working on her Doctor of Education (in Research) at James Cook University, Cairns, Australia. An experienced educator, she has taught in the early years of school in both Australia and Canada. Currently she is a private consultant working with special needs students in Alberta, Canada. Her research interests focus on working with Three Dimensional Visual Thinkers who are having trouble with spelling and reading, as well as exploring whether a novel multi-sensory approach to teaching these skills can be beneficial for these thinkers.
Systematic Synthetic Phonics: A possible cause of pupils’ literacy difficulties
Dr Jonathan Solity, University College London
Tuesday 11th December 2018 • 3.45-5.00pm • E5
Jonathan Solity worked as a teacher in a first school in Bradford, as an educational psychologist in Walsall and for 23 years was an associate professor at the University of Warwick lecturing in educational psychology. He is one of the country’s leading experts on instructional psychology and has written seven books and over 40 articles in refereed journals as well as contributing to edited books. His co-authored book (Teachers in Control: Cracking the Code) on what is now known as ‘fake news’ was reissued by Routledge in June 2018 and the Learning Revolution explained how the principles and teaching methods associated with instructional psychology can be applied to teaching foreign languages. Jonathan is currently an Optima Psychology and Honorary Research Fellow at University College London. Jonathan has received over £1m in funding to conduct research into raising attainments and preventing difficulties in reading, writing, spelling and maths.
Is the English school curriculum white? British Values curriculum policy and colonial discourses: The case of Geography
Dr Christine Winter, University of Sheffield
Monday 14th January 2019 • 12.45-2.00pm • E22
Christine Winter is Senior Lecturer in the School of Education, University of Sheffield, where she co-directs the Centre for Critical Psychology and Education. Her research focuses on the school curriculum with specific interests in curriculum knowledge, politics, policy and practice. She is Deputy Director of the Education, Childhood and Youth Pathway of the White Rose Doctoral Training Partnership, a post graduate training consortium across seven Northern Universities. She recently published, with China Mills: ‘The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools’ in Journal of Education Policy.
Using policy-informed evidence in early childhood education:
Bold beginnings, bias and circular discourses
Prof Elizabeth Wood, University of Sheffield
Thursday 7th February 2019 • 3.45-5.00pm • E7
Dr Elizabeth Wood is Professor of Education at the University of Sheffield. Her research interests include play in early childhood, specifically children’s social relationships, how they exercise choice and agency, the meaning of freedom, and the relationship between play and learning. Her recent research looks at how children blend traditional and digital forms of play, and the potential that this offers for developing curriculum and pedagogy. She is also working with Dr Liz Chesworth on a project looking at children’s interests in a multi-diverse setting, and with Dr Louise Kay and colleagues in Australian Catholic University on educational leadership in early childhood. Elizabeth is also interested in policy analysis and critique, the il(logic) of policy discourses, and their power effects.
Decolonizing Pedagogies: Black feminist reflections on race, faith and culture in higher education
Prof Heidi Mirza, Goldsmiths University of London
Friday 29th March 2019 • 12.45-2.00pm • GEO 002
Heidi Safia Mirza is Visiting Professor of Race, Faith and Culture at Goldsmith College, University of London and Emeritus Professor of Equalities Studies in Education at UCL Institute of Education. She is known for her pioneering intersectional research on race, gender and identity in education. She is author of several best-selling books including, ‘Young Female and Black’, which was voted in BERA’s top 40 most influential educational studies in Britain. Her other publications include ‘Black British Feminism, Race Gender and Educational Desire: Why black women succeed and fail’, and ‘Respecting Difference: Race, faith, and culture for teacher educators’. Her most recent co-edited book is ‘Dismantling Race in Higher Education: Racism, whiteness and decolonising the academy’.
Spinning Plates whilst Jumping Through Hoops – Did Barbie Have to Do This?
Dr Sarah Misra, Staffordshire University
Thursday 4th April 2019 • 3.45-5.00pm • B005
Sarah is a Senior Lecturer in Education for Staffordshire University and is passionate about social justice, wellbeing, gender equality and the role of education within these areas. She has a particular interest in the lived experience of mothers and has a passion for mythology, folklore and feminine spiritual practices. She is the founder of the Staffordshire Red Tent and Motherwork both of which aim to support and empower women of all ages.
COOCS, Campfires and Gonzo Pedagogy: An exploration of the learning landscape when we go barefoot beyond the walls of the institution
Dr Peter Shukie, Blackburn College
Monday 20th May 2019 • 12.45-2.00pm • E7
Dr Peter Shukie is a lecturer in Education Studies at a college-based Higher Education institute in Blackburn. Peter’s work is focussed on creating critical pathways to engage with technology that emphasise praxis, a forging of theory and practice to create purposeful learning and teaching. Peter was the founder of COOCS.CO.UK and works with institutional and community educators to explore ways of teaching & learning beyond familiar and traditional spaces. He was awarded second place in the ALT Learning Technologist of the Year Award (2018) and his technology modules were shortlisted for the TES FE Award for Outstanding use of Technology in Learning, Teaching and Assessment (2018); despite winning neither of these awards he remains upbeat about the possibilities of using technology to renew interest and engagement with learning in wide and diverse spaces.
Taking yourself seriously: Arts methodologies for social cohesion
Prof Kate Pahl, Manchester Metropolitan University
Tuesday 11th June 2019 • 3.45-5.00pm • E7
Kate Pahl is Professor of Arts and Literacy at Manchester Metropolitan University. She is currently involved in a number of projects, including a project called ‘Feeling Odd in the World of Education’ (AHRC funded) and a new GCRF/AHRC project called’ Belonging and learning’ exploring the use of arts methods with policy makers and practitioners to look at the experiences of street-connected young people in Uganda, Kenya and Democratic Republic of Congo. She has written books on literacy in communities and her most recent books have included thinking on co-production and creative methodologies.
Hosted with CLT
Gifted, Talented Exploring and Developing in the 21st Century
Dr Theeraphab Phetmalaikul, Srinakharinwirot University, Thailand
23rd July 12:45-2pm Room CE003
To book: email email@example.com
In this presentation, Dr. Hug from Srinkharinwhirot University, Bangkok, will explore the notion of ‘gifted and talented’ children, with particular focus on the Thai context. It is hoped that the audience will share ideas, explore comparisons, and consider future synergies between our universities.
12:45pm – Refreshments
12:45-13:40 – Seminar
13:40-14:00pm – Q & A
Research Seminar Programme, 2017/18
To book your place please contact firstname.lastname@example.org
Abstracts can be found here (via eshare)
Professor Pete Dudley, University of Leicester
Why Lesson Study is Professional Learning for Our Time
Thursday 12th October 2017 • 12.45-2.00pm
Dr Reza Gholami, University of Birmingham
Citizenship, Policy and Extremisms of the Mainstream: Educational Responses for the Future
Monday 13th November 2017 • 3.45-5.00pm
Dr Arthur Chapman, Institute of Education, University College London
Changing LUK: Nation and narration in ‘Life in the United Kingdom’
Tuesday 5th December 2017 • 12.45-2.00pm E22
Dr Sadia Habib, Goldsmiths, University of London
The Teaching and Learning of Britishness and Fundamental British Values
Thursday 11th January 2018 • 3.45-5.00pm E5
TO BE RESCHEDULED: Dr Pam Alldred, Brunel University London
Contrasting Education, Health and Youth Approaches to Sex Education: What might interprofessional learning be?
TO BE RESCHEDULED: Dr Lawrence Foweather, Liverpool John Moores University
Movement skills: Fundamental to physical activity behaviour?
Professor Rachel Holmes, Manchester Metropolitan University
Curious work: Using art and film to understand children differently
Wednesday 2nd May 2018 • 12.45-2.00pm •*ROOM CHANGE* H3
Dr Wendy Symes, University of Birmingham
Tackling test anxiety: a randomised controlled trial of attention bias modification training in GCSE students with test anxiety
Tuesday 12th June 2018 • 12.45-2.00pm E2
Research Seminar Programme, 2016/17
To book your place and for the location of the seminars, please contact email@example.com
How do Students and Educators in Higher Education talk about Learning, Learning Difference, and ‘Intelligence’?
Dr Harriet Cameron, University of Sheffield. Thursday 13th October 2016, 4.00-5.00pm , H243
From Little Acorns Mighty Oaks sometimes Grow: How Might we Nurture Them?
Dr Robbie Nicol, University of Edinburgh, Friday 11th November 2016 , 1.00-2.00pm, LINC S1
Designing and Writing Intellectual Histories in Educational Research
Prof Helen Gunter, University of Manchester, Monday 12th December 2016 , 4.00-5.00pm, H240
Why Lesson Study is Professional Learning for Our Time
Prof Peter Dudley, University of Leicester, Thursday 12th January 2017 , 11-12 ,E17
The Social and Legal Aspects of Cyberbullying among University Students
Prof Helen Cowie, University of Surrey, Friday 10th February 2017 • 1.00-2.00pm, H020
Authentic Performance Assessment
Prof Richard Kimbell, Goldsmiths University of London, Thursday 16th March 2017, 4.00-5.00pm , H202
Is there a Link between Hearing Difficulties and Dyslexia?
Prof Julia Carroll, Coventry University, Thursday 6th April 2017, 1.00-2.00pm, H201
Leading the Use of Research and Evidence in Schools
Dr Chris Brown, UCL Institute of Education, Friday 12th May 2017, 1.00-2.00pm, H020
Reading for Pleasure: Positioning, Pedagogy and Participation
Prof Teresa Cremin, Open University, Monday 12th June 2017 , 4.00-5.00pm, H201
To book your place, please contact firstname.lastname@example.org
Public Lecture Series
We are delighted to announce that three leading national and international scholars have agreed to take part in a very timely and, we hope stimulating and powerful knowledge exchange public lecture series for 2019. We welcome thoughts, reflections and ideas on the themes and questions raised by this free series of events.
Prof Anna Robinson-Pant
Women, Literacy and Health: a Nepal perspective
31st January 2019 – 12:30-2pm H204
Book here: Prof Anna Robinson-Pant
Prof Alan Tuckett
Lifelong Learning in Changing Times
13th February 2019 – 12:30-2pm – Linc S1
Book here: Prof Sir Alan Tuckett
Prof Simon McGrath
Skills Development for Human Development
11th April 2019 – 12:30-2pm B002
Book here: Prof Simon McGrath
This was the tenth ACRE event to be held at Edge Hill University, bringing together researchers and educational professionals to debate educational research and its impact. The conference is designed to attract a wide variety of papers and perspectives on interdisciplinary research and practice related to education and care.
Collaborative Action Research Network Conference
CARN was founded in 1976 in order to continue the development work of the Ford Teaching Project in UK primary and secondary schools. Since that time it has grown to become an international network drawing its members from educational, health, social care, commercial, and public services settings.
This was the ninth ACRE event to be held at Edge Hill University, bringing together researchers and educational professionals to debate educational research and its impact. The conference was designed to attract a wide variety of papers and perspectives on interdisciplinary research and practice related to education and care.