CERES ADDENDUM TO 18 MONTH REPORT (please read in conjunction with the 18 month report ) November 2013 March 2014

Transcription

1 CERES ADDENDUM TO 18 MONTH REPORT (please read in conjunction with the 18 month report ) November 2013 March

2 TABLE OF CONTENTS Introduction 3 Current Research/Knowledge Exchange Themes: Presentations and Knowledge Exchange... 4 Public Engagement Events... 5 Grants obtained 6 Publications and CERES Briefings 7 Consultancies, CPD and External Engagement. 8 MSc Social Justice and Community Action 9 Visiting Scholars/Doctoral students. 10 2

3 INTRODUCTION The main objective of the Centre for Education for Racial Equality in Scotland (CERES) is to contribute to the processes that enable people to be treated with respect, fulfill their potential and have equitable experiences by: Progressing and embedding issues of social justice, rights and anti-discriminatory practice in society and its institutions Working with education policy makers, practitioners, children/young people, families and communities to contribute towards participation and selfemancipation. The Centre draws its expertise from a range of people who have promoted equity and challenged discrimination in various ways in Scotland and beyond. Addendum Report This addendum report represents work done between November 2013 and March For work between April 2013 October 2013 please see the 18 month report at 3

4 CURRENT RESEARCH AND KNOWLEDGE EXCHANGE THEMES The Centre s work currently covers five areas: A. Connecting Cultures (led by Pete Allison and Maria Dasli) B. Everyday Geopolitics of Black and Minority Ethnic Young People in Scotland (led by Rowena Arshad) C. Impact of Austerity on Minority Ethnic Women in Scotland and France (led by Akwugo Emejulu) D. Children s Rights, Social Justice and Social Identities in Scotland (led by Kristina Konstantoni) E. Bilingualism and discourses in education in relation to learners with English as an additional language (led by Yvonne Foley and Andy Hancock) Presentations and Knowledge Exchange Arshad, R (2013) Keynote Exploring multiple and political identities in a diverse society Five Nations Conference on Citizenship and identities:political identity at the Scottish Parliament. Talk available at Arshad, R and Botterill, K (2014) Emerging themes: Everyday Geopolitics of Black and Minority ethnic Young People in Scotland Presentation to the Institute of Education, Community and Society seminar series March 11 th 2014 Emejulu, A. (2014) Dilemmas for Activism and Advocacy: Minority Women, Austerity and the Third Sector in the UK and France?, Sociologists for Women in Society Annual Meeting, Nashville, 6th-9th February Emejulu, A. and Bassel, L. (2013) Gender, Ethnicity and Austerity: A Challenge for the Third Sector?, Poverty and Ethnicity in Scotland Seminar, Coalition for Racial Equality and Rights, Glasgow, 22nd November Dasli, M. (2013). Unpacking the Anti-Immigration Rhetoric: The Role of the Media in the Reproduction of Prejudice. Invited Talk Delivered at the 'Critical Reading and Critical Literacies Professional Development Event', 12th December, The University of Edinburgh, Scotland, UK. Foley, Y (2013) EAL and Primary Education Holyrood Magazine Primary Educatio: A Brighter Future? Conference Konstantoni, K. (2014) Social Justice in Early Years Settings at the Scottish Association for Teachers of English as an Additional Language (SATEAL) in collaboration with the University of Strathclyde. Promoting the Health and Wellbeing of Scotland¹s EAL Learners in 2014 and beyond.are we ready? 22 March 2014, Glasgow, UK. 4

5 Scottish Universities Insight Institute Children's Rights, Social Justice and Social Identities in Scotland: Intersections in research, policy and practice ( ) Seminar 1 Children¹s Rights, Social Justice and Social Identities in Scotland. Intersecting childhood identities, inequalities and rights: Unpacking concepts and exploring implications. 2 December 2013, Glasgow, UK. All lecture presentations from Seminar 1 are now available at Seminar 2 Children¹s Rights, Social Justice and Social Identities in Scotland. Children and young people¹s views on and experiences of intersecting identities and inequalities: facilitating participation and extending the dialogue. 20 March 2014, Glasgow, UK. CERES co-sponsored Public Engagement events 21st Century Outcasts: Austerity and Refugee Families in France and Britain?, 5th February 2014, Centre for Social Justice and Change, University of East London. (Coorganiser with Leah Bassel, University of Leicester and Maja Korac and Indira Kartazolli, University of East London). Joint Centre for Education for Racial Equality in Scotland (CERES) and Centre for Research on Families and Relationships (CRFR) seminar. Lunchtime seminar invitation. Smith, K. (2013) Exploring childhood identities and their relationship with equality and social justice. 4 December 2013, Edinburgh, UK. 5

6 Grants obtained CERES Co-Director Yvonne Foley in partnership with Colleagues from the the School of Education (Dr Charles Anderson and Dr Pauline Sangster) and the University of Reading (Professor Viv Edwards and Professor Naz Rassool), have been successful in a bid for funding to The Bell Foundation for 3,000. This will help to fund a pilot study that aims to give EAL learners a voice in shaping and informing their learning opportunities and experiences and to identify ways in which their perceptions can be used to improve their learning experiences within UK schooling. The project will also investigate how the differing national policies in England and Scotland are enacted at the level of the secondary school, the department and the classroom in relation to individual learners. This project began in January

7 Publications Bassel, L. and Emejulu, A. (2014)?Solidarity under Austerity: Intersectionality in France and the United Kingdom?, Politics & Gender, 10(1): Curdt-Christiansen, X-L and Hancock, A. (eds) (in press) Learning Chinese in Diasporic Communities: Many Pathways to Being Chinese. Amsterdam: John Benjamins. Hancock, A. (forthcoming) Pedagogical practices in Singapore: a commentary. In R. Silver & W. Bokhorst-Heng. Quadrilingual Education in Singapore: Pedagogical Innovation in Language Education. Singapore: Springer. Konstantoni, K. (2013) Children¹s rights-based approaches: the challenges of listening to taboo/discriminatory issues and moving beyond children's participation. International Journal of Early Years Education, 21 (4): CERES Briefing 3: Women and Sectarianism in Scotland: Policing Ethno-Christian Relational Boundaries Sara Diane Stewart s masters study has been published as a CERES briefing in February CERES Director Akwugo Emejulu supervised Sara. This briefing paper examines sectarianism and the gendered, social construction of ethno-christian groups in Scotland. The paper explores the silence and invisibility of different women s experiences of sectarianism and argue that the hegemonic masculinity of sectarianism tends to frame this social issue within public, maledominated spheres such as football. As a result, the study finds that these masculine narratives seem to have impacted the female participants ability to articulate and accept the positionality of women in relation to sectarianism. The findings also point towards the gendered role of women as loyal protectors of identity in policing, maintaining and reproducing the sectarianized boundaries of ethno-christian groups. The briefing can be read at CERES Briefing No. 3 7

8 Consultancies, CPD and External Engagement In February 204 Andy Hancock visited the National Institute of Education, Nanyang Technological University as a consultant to a research project examining Chinese children's biliteracy development in Singapore. The invitation from Professor Xiaolan Curdt-Christiansen also involved teaching on the Postgraduate Primary Teacher Education programme. Yvonne Foley continues to work with the Scottish Centre for School Administration to provide CPD to Scottish teachers on Mainstreaming EAL into learning and teaching. One session was provided in November 2013 and another is planned for July Yvonne Foley was appointed Chair of the UK National Association for Langauge Development in the Curriculum (NALDIC) Rowena Arshad was recongised as an inspirational woman by the University of Edinburgh and was included in the Inspiring Women, Inspiring Change photographic exhibition of influential women in the organization. The University commissioned the exhibition as part of work towards International Women s Day The exhibition took place from 8 31 March and was exhibited at the Old College Quad and at the Visitor Centre. Rowena was also nominated by the College of Humanities and Social Science as a mentor to the Leadership Foundation fir Higher Education Aurora programme. Akwugo Emejulu has been invited to be part of the editorial board of the journal Scottish Affairs 8

9 MSc Social Justice and Community Action CERES Director Akwugo Emejulu has developed a new masters distance education programme MSc Social Justice and Community Action. Pete Allison, fellow Co-Director has assisted to take this forward in his capacity as Depute Director of Postgraduate Studies. The MSc in Social Justice and Community Action is a new part-time and fully online masters programme designed to equip learners with the knowledge and practical skills to help them make positive social change. This programme is the flagship teaching initiative of the University of Edinburgh s Global Justice Academy, a multi-disciplinary network of academics and research centres committed to global justice concerns. The programme opens for applications in June

10 Visiting Scholars/Doctoral students Professor Christine Helot, University of Strasbourg, visited CERES in March as part of an ERASMUS Teacher Exchange with Andy Hancock. Christine taught on the PGDE (Primary) programme and gave a guest lecture to the students entitled 'Reading Children's Books in Different Languages : Creating Spaces for Multilingual Literacy'. Ibtihal Ramadan began her doctoral studies with CERES in January Ibtihal has a Principal Careers Development Scholarship (PCDS) and is attached to CERES for the duration of that scholarship. She is supervised by Dr Rowena Arshad (CERES Director) and Daphne Loads (IAD). Her thesis looks at the Experiences of Muslim academics in Higher Education in the UK. 10

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