‘Equity, Identity and Education’
The Centre for Learner Identity Studies (CLIS) is holding the third annual conference on learner identity, themed around ‘Equity, Identity and Education’, from Thursday 7th to Friday 8th July 2011 at Edge Hill University.
The 2011 conference focuses on the ways in which institutions, practices and identities interact and impact educational outcomes and experiences in inclusionary and/or exclusionary ways.
CLIS is Edge Hill University’s Faculty of Education Research Centre. It aims to bring together scholars whose research examines or critiques the socio-cultural context that gives rise to the diversity of learner identities, and the pedagogical conditions that affect and determine identity formation and transformation.
- ‘Evidence, Expertise and Educational Research: A Third Wave?’ by Professor Sally Power, Cardiff University
- ‘Gender identities and high achieving girls and boys’ by Professor Christine Skelton, University of Birmingham
- Delegate Rate – Thursday and Friday (7th-8th July, inclusive of all conference activities, conference pack and meals, excluding conference dinner) – £150;
- Delegate Day Rate – Thursday (7th July, inclusive of all conference activities, conference pack, lunch and refreshments) – £70;
- Delegate Day Rate – Friday (8th July, inclusive of all conference activities, conference pack, lunch and refreshments) – £100;
- Conference Dinner – Thursday (7th July at a unique Liverpool city centre venue) – £40;
- En-suite Accommodation at Edge Hill University’s Ormskirk Campus – £40 per night.
Book Your Place
Online registration to attend this conference is available at surveys.edgehill.ac.uk/clisregistration.
For more details about the conference, please contact Arthur Chapman, Centre Coordinator, by emailing email@example.com.
For further information on the Centre for Learner Identity Studies, visit www.edgehill.ac.uk/clis.
Arthur Chapman, Centre for Learner Identity Studies Co-ordinator, said: ‘Our 2011 conference focuses on the ways in which instituCLISConferenceProgramtions, practices and identities interact and impact educational outcomes and experiences in inclusionary and exclusionary ways. Any learner’s motivation to learn, achieve and aspire to self-development is profoundly shaped by who they believe themselves to be and by processes that shape that self-perception. The conference will present a valuable opportunity to share research and perceptions around contemporary educational identities.’