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Students’ voices and diversity project presented at AERA

ā€œResponding to diversity by engaging with studentsā€™ voices: a strategy for teacher developmentā€ is a three year (2011-2014) grant from the European Union Executive Agency Funding ā€“ Lifelong Learning, Comenius Multilateral Projects, (total budget is 231,903 Euros).Ā  The project is a collaborative action research project and involves researchers and practitioners from three countries:Ā  Ā Ā Portugal, Spain and the UK.Ā  The partners are:Ā  Autonoma University of Madrid; University of Algarve in Portugal; and the Universities of Manchester and Hull in the UK, plus two secondary schools in each site – a total of eight schools.Ā Ā  Dr Kiki Messiou is the project coordinator and the PI for the University of Southampton.Ā  The project aims to address one of the biggest challenges facing schools; that of responding to learner diversity.Ā  In doing so, it focuses on studentsā€™ views about learning and teaching in schools, and how these can be used by schools as a strategy for teacher development.

Kiki’sĀ poster presentingĀ initial findings from the pilot phase of the projectĀ was presented at the AERA conference in San Francisco on Saturday 27th April 2013.Ā  The posterĀ can be downloaded here:Ā  Using lesson study and students’ voices as strategies for teacher developmentĀ 

For more information about the project, see:Ā  http://studentsvoices.eu/ or contact Kiki directly: K.Messiou@soton.ac.uk

 

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ESRC seminar series on participatory research

This week sees the second seminar in the series funded by ESRC entitled Towards equal and active citizenship: pushing the boundaries of participatory research with people with learning disabilities and led by Jane Seale, Melanie Nind, Rohhss Chapman and Liz Tilley. The series got off to a great start in Plymouth in January and now moves to Manchester where the theme is Participatory Data Analysis. Speakers include Val Williams from Norah Fry on analysing videos together, Hanna Bertilsdottir giving an ā€˜Aspieā€™ view on the analyses of neurotypical researchers, colleagues from the Irish Inclusive Research Network, the Carlisle People First Research Team, and Gudrun StefĆ”nsdĆ³ttir, Ɠlafur SnƦvar AĆ°alsteinsson and Embla HakadĆ³ttir from Iceland. We will be discussing projects and approaches that have made data analysis possible for people with learning disabilities, where the limits lie and why, and what value can be added by pushing the boundaries in terms of who participates in analysis and how. We move to Southampton for the next seminar ā€“ news on that to follow.

Contact Mel Nind for more information: M.A.Nind@soton.ac.uk

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Special issue on inclusive research: call for papers

SJIEā€™s Melanie Nind and Sarah Parsons are joining Jane Seale, formerly of the group, to guest edit a special issue of International Journal of Research & Method in Education. The theme of the special issue is Understandings and Enactments of Inclusive Research: Progress and sticking points in developing participatory and emancipatory research in the field of education. We are using inclusive research here as an umbrella term for research which might also be defined as emancipatory, peer-led or user-centred, involving participatory methods or participatory design. We are looking for submitting authors to advance and challenge research of this kind – to discuss the messy detail in the reality rather than the well-rehearsed rhetoric. There has more published about inclusive research, and using inclusive approaches, in fields other than education, so we particularly welcome papers that join up inclusive research and inclusive education. As well as usual length academic papers we will short papers co-/written with/by lay people (teachers, parents, children and young people). SeeĀ here for more details.

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AERA – American Educational Research Association

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AERA2013_Banner_Homepage

AERA – American Educational Research Association

http://www.aera.net/tabid/10208/Default.aspx

Kalwant Bhopal with Thandeka Chapman (University of California, San Diego) will be presenting a paper for the panel symposium on HONORING DERRICK BELL’S CONTRIBUTIONS TO TEACHER EDUCATION, RACE, POVERTY, AND LEADERSHIP. The title of Kalwant and Thandekaā€™s paper is,
ā€˜Countering Common Sense Understandings of ā€œGood Parenting:ā€ Women of Color Advocating Policy Change for their Childrenā€™. The paper explores how mothers of colour play a key role as advocates of their childrenā€™s education in inner city schools in the UK and the USA.

Kalwant is also chair and discussant for the panel symposium, ā€˜Politics of difference in histories and current meanings of curriculum in schools, colleges, media and public institutionsā€™.

She is also presenting a paper on her recent BME research, ā€˜BME academics in UK higher education: multiple identities and multiple careersā€™.

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Do Black and Minority Ethnic academic staff really still experience discrimination?

We are a much more culturally diverse society than fifteen to twenty years ago when the issue of racial inequality in employment in universities started to get some serious attention. In the intervening years we have seen most if not all universities across the UK putting equality policies into place, appointing equality and diversity officers, and offering a range of training programmes for staff. So, when we embarked on our research on the experiences of Black and minority ethnic (BME) academics in the autumn of last year we were interested in seeing if the situation had changed from the time of those earlier reports.

Ā What we have found shows a mixed picture with several definite positive examples of inclusion and career progression taking place. However, the nature of exclusion and discrimination appears to have changed and previous experiences of quite overt discrimination have to a large extent been overtaken by subtle, day to day differences of treatment which accumulate and serve to exclude. The low-level day to day experiences of exclusion and differential treatment go largely unchallenged. In a way itā€™s harder to challenge these than the old-style overt racism. Our research shows that some feel that there are inequalities in how we measure and assess, for example unconsciously higher thresholds for minority ethnic staff, particularly when it comes to promotion, and a question as to whether the REF, an important assessment in universities, may have Western-centric elements. Others doubt that there is equality in relation to pay, particularly starting salaries; some feel they are ā€˜outsidersā€™ and this can be reinforced through subtle and sometimes not so subtle exclusion; and for others more than one personal characteristic is at play, for example ethnicity and gender.

Ā A final point. We say in the sector that we want diversity, and indeed that we value it, however do we expect people to then ā€˜fit inā€™ with a pre-existing culture or do we maximise the opportunity that this diversity can offer us?

Ā Dr Kalwant Bhopal and June Jackson

Contact: K.Bhopal@soton.ac.uk

 

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Welcome to the SJIE blog!

Welcome to the blog for the Social Justice and Inclusive Education Centre at the University of Southampton!

We are a group ofĀ academics interested in researching and promoting participation in learning, decision-making andĀ research by people who might be marginalised or under-represented. Our work spans a range of fields and topics, about which we will be saying more very soon! As a current example, Kalwant Bhopal’s research on racism in HEĀ has been published in the THE this week:

http://www.timeshighereducation.co.uk/news/race-discrimination-in-academia-has-not-improved-over-past-20-years/2003102.article

Through this blog we’ll be letting you know about what we are researching and teaching, as well as what we are thinking and writing about. We are still in development in terms of getting everyone’s details on the blog but we’ll add info as we go. For now, welcome to our blog and do get in touch with us; we are interested in hearing your views too.

Sarah Parsons

Head of Centre

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