The Bristol Inter-disciplinary Group for Education Research (BRIDGE) – Seminar

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Bristol Inter-disciplinary Group for Education Research (BRIDGE) invites you to a lunchtime seminar on Monday, 4th March 2019 — 12noon-1pm — Room 2S603. We are pleased to have Jade Parnell, the Centre for Appearance Research, the University of the West of England, and Dr Maryam Almohammad and Dr Jane Andrews, the Department of Education and Childhood, the University of the West of England.


Promoting Acceptance of Socially Stigmatised Appearances in Young Children in Primary School


Jade Parnell, the Centre for Appearance Research, the Department of Health and Social Sciences, the University of the West of England


In this talk I will discuss my PhD, which aims to promote acceptance towards various socially stigmatised appearances in young children. Appearance-based stereotyping and prejudice emerges in early childhood, and can exist by the age of 4 years. Children from negatively stereotyped or stigmatised groups (e.g., higher weight, visible difference) are at increased risk of experiencing stigmatisation from other children, resulting in negative outcomes such as poorer psychological adjustment and quality of life. The talk will focus on a recent study, where children aged 4-9 years, from various Primary Schools in the South West of England viewed, in a randomised order, five digitally designed, realistic child characters. The images included a character; with no stigmatised appearance, wearing glasses, of higher weight, with a facial burn and in a wheelchair. All characters had similar features (e.g., face shape, height, race and eyes), but varied slightly according to the stigmatised appearance. Children were asked open ended questions and quantitative measures assessing their attitudes and possible subsequent behaviours towards the individual characters. Discussion will consider the possible findings in relation to the literature; along with implications for researchers and education professionals regarding strategies for promoting acceptance of socially stigmatised appearances in young children.


Artmaking, Materialism, and Multilingualism in Welcoming Environments for EAL Learners


Maryam Almohammad and Jane Andrews, the Department of Education and Childhood, University of the West of England.


The Creating Welcoming Learning Environments project, known as CWLE, (AHRC-funded, AH/R004781/1)) is a follow-on project from the large grant Researching Multilingually at the Borders of Language, the Body, the Law and the State (AH/AH/L006936/1). The project involved a “creative collaboration”, using Vera John Steiner’s conceptualisation (2000), between creative artists, school-based teachers and teaching assistants, local authority advisory teachers and university researchers. The project operated on a co-operative development model of teacher development as articulated by Edge (1992) so that, through a series of workshops, teachers participated in arts-based practices, assembled artifacts and interpreted them to reflect on their identities, bodies, languages and cultures. This was prior to teachers engaging in a process of transformation of their first-hand experiences of creative techniques into activities for their own learners in the different school contexts they work in, including primary, secondary and special schools in England.


In this paper, we approach the data generated in the workshops and in interviews, using Bennett’s concepts of “thing-power” and “discursive agency” (2010). Bennett (2010) uses the term “thing-power” to describe the qualities that objects have that in many ways are indescribable and intangible. Power is among all material bodies, both human and more-than-human, and therefore does not belong to bodies independently, but rather happens because material bodies are always dependent on one another. This is known as distributive agency (Bennett, 2010). In the CWLE series of workshops, teachers worked with materials: cardboard, maps, colours, stones, textiles, dyes and symbols. Working with art materials teachers engaged with the role of objects in art and meaning-making and reflected on the potential of material transformation in EAL contexts. Materials constructed during our workshops serve as reflective tools on the body experience and materials surrounding the body. Teachers transformed the art practices in their school spaces, such as the use of the identity suitcase box. The artmaking of suitcase/boxes offered teachers and learners an opportunity to engage with the taken for granted value of both human-human and human-non-human relationships. Through a co-creative process and collective action between animate and inanimate things, teachers and learners could be seen to no longer separate human from non-human. In this sense, humans are no more valuable than materials and objects with which they interact. In our paper we analyse one example of educational practice in a specific secondary school in England. Therefore, not only the divide between human and non-human ceases to exist, and new ways for knowing the self and the object as interbeings emerge (Anderson & Guyas, 2012), but also the divide between the ‘us and them’ can be seen to finish. Distributive agency of materials may be seen to help humans cooperate with each other in the art-and-language classrooms.

The Education Research Network (ERNie) Upcoming Events

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The Education Research Network (ERNie) has forthcoming interesting and varied events that will be of interest.  They include talks, discussions, a book club meeting, and a writing café.  Further details will follow in due course.  Many of these events are at lunchtime and ERNie would encourage you to bring your lunch and take time out from more mundane duties!

Please feel free to circulate this information more widely.  Suggestions for other events are very welcome, as are offers of talks and other kinds of knowledge-sharing.

Events

Book club

This event is part of the Festival of Learning 2019 organised by the Academic Practice Directorate, Convened by Dr Richard Waller, Wednesday 27 Feb 12.00 – 1.00 pm Room to be confirmed. Paper to be discussed:

Harrison, N. & Waller, R. (2018) Challenging discourses of aspiration: The role of expectations and attainment in access to higher education, British Educational Research Journal, 44 (5), 9-4 – 938

Writing cafe

This event is part of the Festival of Learning 2019 organised by the Academic Practice Directorate, further details to follow. The Writing Cafe is convened by Dr Jane Humphreys, Wednesday 27 Feb 3 – 6.00 pm, Room
Frenchay 2D67. 

The Characteristics of Expertise in HE Teaching

This event is run by Dr Helen King, Associate Director of Academic Practice, Academic Practice Directorate, Monday 4 March, 1 – 2.00 pm,
Room Frenchay 3B46. 

Educational Equity: Do single-sex classrooms help to close the gender-achievement gap?

This event is led by Dr Charlotte Pennington, Lecturer in Social Psychology, Department of Health and Social Sciences, Tuesday 30 April, 1 – 2.00 pm, Room, Frenchay 1K2. 

 

On-campus Bystander Behaviour 

This event is led by Dr Helen Bovill, AHoD Research, Dept of Education and Childhood,  Thursday 11 April , 12.30 – 2.00 pm, Room, Frenchay 3B46

 

This is posted on behalf of Dr Jane Humphreys. 

English as an Additional Language and Creativity Conference Programme 2018

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The University of the West of England

Thursday 12th July 2018

 

Time Talks and Workshops  Room
8.45 am Registration, Tea/Coffee

 

Sign up for workshop

 

 

2S704
9.15 am Welcome/Introductions

Dr Jane Andrews, Associate Professor (Education), Lois Francis and Dominique Moore, Integra

 

3S710
9.20 am Opening comments

Professor Jane Roscoe, Dean of the Faculty of Arts, Creative Industries and Education, UWE

 

3S710
9.30 am Keynote Speaker 1

Professor Alison Phipps, Glasgow University

“The well in well-being”

 

 

3S710
10.30 am Tea / Coffee Break

Outside

 

2S704
10.50 am St Michael on the Mount – children perform an extract from their play “The Magic Shoes” with presentation from Anna Comfort, Year 1 Teacher and Director of The Magic Shoes.

Anna Comfort and children from St Michael on the Mount, Bristol.

 

 

3S710
11.30 Workshops (A, B, C, D)

 

A – Naa Densua Tordzro & Gameli Tordzro –

“Adinkra Creative Links”

 

 

A = 2S511

 

 

B – Dr Maryam Al-Mohammad

“Using Film-making with EAL Learners”

 

 

B = 2S610

 

 

C – Alison Phipps & Tawona Sithole

‘Spoken Word, Broken Silence’

 

C = 2S708

 

 

D – Dr Jane Andrews –

“Using craft techniques in the EAL classroom and beyond”

 

 

D = 2S705

12.45 pm Lunch

 

2S704
13.45 pm Keynote Speaker 2

Dr Mary Carol Combs, University of Arizona.

Learning in the Third Space: Pedagogies of Hope and Resistance

 

3S710
14.45 pm Creativity Activities from the Classroom

  • Judith Prosser, Cotham School, Bristol:

“A Creative approach to developing oracy skills at KS3- The Suitcase Project”

  • Karen Thomas, EMAS Portsmouth and Becca Reeve, Miltoncross Academy, Portsmouth:

“There are no tigers in Italy: using suitcase art to break down barriers.”

Chaired by Lois Francis and Dominique Moore, Integra

 

 

3S710
15.45 –

16.00 pm

Closing reflections from Dr Mary Carol Combs

 

 

3S710

 

The conference takes place at the Department of Education and Childhood, University of the West of England, Coldharbour Lane, Bristol BS16 1QY

The conference is free but please make a booking here so we can organise catering and transport.

For inquiries please contact Dr Jane Andrews  jane.andrewsedu@uwe.ac.uk and Dr Maryam Almohammad Maryam.Almohammad@uwe.ac.uk

Follow us on Tiwtter: @CWLE_EAL 

The Learning Adult Building and Reflecting on the Work of Peter Jarvis

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 Richard Waller, Associate Professor of the Sociology of Education at the Department of Education and Childhood,  has just published a co-edited book ‘The Learning Adult: Building and Reflecting on the Work of Peter Jarvis’ with Routledge. Peter has been one of the most influential figures in adult and lifelong education for several decades, and is a leading and original theorist of learning.

The book is a collection of sixteen chapters by authors from across the world, and explores the breadth and significance of Peter’s work in a number of contexts. The chapters explain and engage critically with his theorisation of learning, and with his extensive writings on the sociology, politics, ethics and history of adult education, and on professional education, lifelong learning and the learning society. The book is co-edited with Richard’s three other co-editors from the International Journal of Lifelong Education.

Six factors supporting success for care leavers in higher education

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There has long been a social policy concern about groups of young people who do not have ready access to higher education (HE).  Among the lowest participation rates are those for care-experienced young people – i.e. those taken into the care of their local authority, usually due to abuse, neglect or other challenges within their birth family.  Within this group, those still in care at 16 (broadly designated as ‘care leavers’) are the least likely to enter HE.

The publication of the ‘Moving On Up’ report in late 2017 was designed to fill a gap in our understanding about the pathways that care leavers and other care-experienced students take into and through HE in England.  It draws on both national educational data and the accounts of 212 current students.

The report identifies six factors that appear to underpin successful participation in HE – not all of these will apply to all care leavers, but they provide a useful framework for examining their experiences and evaluating policy and practice:

 

  1. Strong attainment at 16

 By some way the strongest predictor for success was attainment at 16 in the shape of GCSEs or other qualifications.  Once this was taken into account, the participation rates for care leavers were only slightly lower than for young people as a whole.  However, the challenges experienced by care leavers meant that they were significantly less likely to achieve highly – around one quarter were not even entered for examination.

This finding reinforces the importance of supporting attainment for children in care, whilst recognising that many will not be in the position to achieve what they are capable of at their first attempt.  What remains unclear is whether it is the embedded knowledge/skills within GCSEs that propel care leavers towards success or whether our education system simply uses (and overuses) them to filter and redirect young people onto the pathway deemed most appropriate for them – see 6 below.

 

  1. A managed transition from care to HE

 For many, the process of transitioning from care into independent living as a student is a significant upheaval.  Financial support needs to be negotiated, appropriate accommodation secured and new friendships forged.  While this is true of all young people, those in care are likely to have more complexity and greater needs, at the same time as less family support on which to draw.

The best accounts of transition were marked by pre-entry collaboration between local authority, university/college and young person, enabling them to navigate changes as painlessly as possible.  Conversely, some ended up having to find their own way in the face of indifference or negativity.  Many reported not being able to attend open days, having difficulty getting forms signed or being forced to move into new housing on their own.

  

  1. Membership of the HE community

 Following on, rapid integration into the HE community was seen as a key element in becoming a successful student.  Those care leavers who had not integrated quickly reported loneliness, isolation and a disempowering feeling of being unsupported.  This not only impacted on their mental health, but also undermined their ability to focus on their studies.

The barriers to joining the HE community were varied.  Some found themselves living too far from the university – especially those who were parents or had remained with their foster family.  Another group reported feeling different to other students and unable to talk about their childhood as part of friendship formation.  Others found that HE staff were uninformed or unsympathetic.

 

 4. Strong disability and mental health support

 The study found that two-thirds of care leavers were deemed to have special educational needs.  Unsurprisingly, emotional and mental health issues were commonplace – many wrote about the continuing legacy of childhood trauma.  Others had specific learning difficulties or other impairments that had influenced their ability to achieve highly.

 Those self-identifying as ‘disabled’ were significantly more likely to have used HE support services and to have considered leaving.  For those with long-term mental health issues, the transition into HE posed new problems, including the end of child-focused therapeutic support.  Several reported that their university/college was unable to provide the form of ongoing support that they needed.

  

  1. Resilience and determination

 A key element in many stories was a strong sense of determination to succeed – as they saw it – against the odds.  They saw HE as a stepping stone to increase their life chances and enable them to transcend the struggles they had undergone, either with their birth families or their later experiences in care.  For some, they saw it is as their only chance to do so.

The other side of this coin was the despair that some expressed.  They were conscious of still struggling through HE, looking to an uncertain future.  It was rarely clear why one student would be resilient and another, ostensibly similar, would be fragile.

 

 6. Recognition for alternative educational pathways

 A distinctive feature of care leavers’ routes into HE was that they tended to start later (around a year, on average) and to take longer to complete than other young people, with changed courses, retakes and periods of dormancy being common.  They were significantly more likely to enter with qualifications that were not A Levels, including Access to HE and work-based learning courses.

Many care leavers are not in a position to attain highly at 16 and they are therefore ‘filtered’ into pathways that led them away from HE – at least initially – including lower-level further education courses or entry into the unskilled labour market.  It was a testament to their resolve that some found their way back into HE; local authorities and universities could do more to valorise these alternative pathways and make them easier to find and traverse.

 

Dr Neil Harrison  , Associate Professor of Education Policy

Twitter: @DrNeilHarrison 

 

Jamie, joy and learning to read

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You may have heard the expression “never work with children or animals” and having been a primary school teacher and now a lecturer in Primary Education I have always felt that this is rather an unfair maxim. From my experience, it is often children that offer a more insightful view of the world we have created rather than the adults who created it. Children are able to reflect on the world from their unique vantage point, unburdened by big picture pressures of the big ‘p’ and small ‘p’ politics of daily life: the politics of party political education policy and its ramifications in schools and classrooms.  However, working with children does offer an element of unpredictability, surprise and unplanned for diversions – and perhaps this is what the expression is hinting at. As a researcher at UWE Bristol, these are the qualities that make researching with children so powerful and engaging.

I have just completed my Doctoral studies researching the Year 1 Phonics Screening Check and drawing on the voices of teachers and children to evaluate the Check in its widest sense. Kushner identified evaluation as a social service and the data that it generates as representing “the people – their hopes, fears, aspirations and failures.” Children, in their open and generous responses provided just this and so giving a momentary insight into the world of children aged 5 and 6, in Year 1.

One child, let’s call him Jamie, left a particular impression. The struggle to become a reader was etched on his face and clearly, reading was a real challenge. In fact when introducing the research to the children and asking if they were happy to be part of it, he immediately volunteered “I’m no good at reading, it’s really hard,” suggesting he was therefore not suitable to be part of such a research study. Jamie repeated through the session that the only way to get better was to practice – every day. His ideas of perseverance and practice seemed to be, in part, repeated tropes from teachers and parents. He offered this as the way to learn to read but without any joy or delight in the process or even a sense of any satisfaction in the final destination. Jamie knew reading was important: he made this clear – he mentioned the need to read as an adult, to get a job, to find your way “around London” as he put it. Jamie seemed to have internalised a fear of not being able to read and a keen knowledge that his friends could. Jamie expressed how he was not as good as others at reading and his face seemed to express how tired he was by this constant ‘practice’ that he seemed to suggest was his ‘lot’ for some time to come. Jamie, whilst being only six was no longer a primary school child but, as described by his teachers, ‘a student’ ripe for intervention. How is it that this term ‘student’ has come to be used with reference to all school aged children where once it was only used to identify learners at University? Have we lost the fact that Jamie is a child and that he won’t recapture these years as a child at primary school?

Jamie expressed an almost treadmill approach to developing as a reader – learning sounds; being tested on sounds; reading allocated books; moving through the book levels until one day in the future moving to that enviable position of being a free reader. Each step will be marked out by daily practice. Not only that, but Jamie expressed what seemed to be an ‘obstacle race’ view of the process – adults putting unnecessary additional hurdles in the way of the drudgery. “We have to read alien words,” he said – words that don’t make sense to children “only aliens”.  Lucy piped up at this point to correct him:

“Miss Honey said that, um they are just to help you with your sounds they are not for any other use they just help with sounds – um, a bit of a waste of time.”

These children are taught by fabulous teachers who inspire and enthuse their classes and there were many children that reflected this as part of my research. It is the voice of Jamie though that is the voice that sticks with me. In the introduction I talked about the warning that you should “never work with children or animals” and Jamie is perhaps one of those children, not because he is difficult or disruptive but because of the uncomfortable truths he expresses. Yes, we do want to teach Jamie to read and for some children, like Jamie, it won’t always be easy. However we do need to learn how best to make this a joyful process and one that doesn’t become so focused on the mechanics of practice that we lose sight of the child ‘in the student’.

Jane Carter ,Senior Lecturer in Primary Education