All posts by remoss

Democracy through Drama- A successful Erasmus+ Project Launch!

Chris Bolton introduces a new Erasmus+ research project he is leading on Democracy through Drama. 

Chris Bolton Drama Project team

The project Demo-Dram: Young Civic Thinking and its priorities were identified as a result of recent and current social and political conflicts related to issues, such as immigration and threats in democracies around the world that pose concerns about racism and threaten the peace process in Europe. The project was inspired by a pilot study that myself and colleagues from the Education department of Birmingham City University conducted with teachers and pupils in secondary schools, which revealed that teachers believed that their curricula focuses on targets and assessment, there is no space for debate on social issues and there is social prejudice, xenophobia and imposition from the media that affect young people’s views and their decisions. You can read Chris’s full blog here.

Bio: Christopher Bolton is a Senior Lecturer in Drama Education at BCU. Before this role he worked in a secondary school as a Drama Advanced Skills Teacher. He has a keen interest in how drama can create spaces for dialogic learning by working with reasoned imagination and the impact of the education systems on the nature of drama in education.

Parenting in the Digital Age – young children’s rights and digital technology

Dr Jane O’Connor is a Reader in Childhood Studies at Birmingham City University and is currently leading ‘Technobabies’, an international research project exploring parents’ perspectives on the use of touchscreen digital devices by 0-3 year olds. In this post she explores the relationship between young children’s rights and digital technology. 

JOC 1My research into the use of mobile digital devices, such as iPads, by children under three has focused on the perspectives of parents and other care givers both in the UK and in a range of other countries including Sweden, Greece and Australia. Cultural differences aside, what has come across most strongly in the findings has been the sense of parental confusion and anxiety around whether or not their babies and toddlers should be allowed to use such devices, for how long and what the most appropriate apps may be. All of these decisions have to be made by families on a daily basis with, as yet, little research evidence from trustworthy sources to guide them. As one parent in Greece put it:

‘We just want to know if children win or lose from using iPads’.

Unfortunately, even with growing numbers of researchers working in the area, the definitive answer to that question is a long way off and the reality is much more nuanced than the question might suggest. The multiple potential benefits and drawbacks of allowing 0-3s to use digital devices continue to be debated, although the general consensus among both parents and professionals seems to be that moderation and supervision are the keys to safely incorporating such technology into very young lives.

However, what has been missing from much research in the area so far, including my own, is a consideration of the issue of children’s rights. We need to think about the extent to which we can say that children, even the very youngest children, have a right to use digital technology and how this might, or indeed should, influence parental decisions in relation to access to mobile devices. When we consider the charter of children’s rights drawn up by the United Nations Convention on the Rights of the Child (UNCRC), it seems that preventing usage could be perceived as an infringement of some rights, but an upholding of others. Andy Phippen, Professor of Children and Technology at Plymouth University recently outlined some of the ways in which this could relate to very young children’s technology usage. For example, he suggests that removing all possible ‘risk’ to the child by not allowing them to use digital technology could be interpreted as infringing Article 12 (Respect for the views of the child), Article 17 (Access to information; mass media) and Article 28 (Right to education), whereas the use of mobile devices for ‘digital pacification’ purposes could be seen as infringing on Article 3 (Best interests of the child) and Article 12 (Respect for the views of the child).

JOC 2In this context, the questions parents need answers to become even more complex. As well as worrying about whether using digital technology will support baby’s learning or damage their eyes they also need to ask ‘Does allowing my child to use an iPad infringe on their rights or support them?’

Related publications

O’Connor, J. and Fotakopoulou, O. (2016) A threat to early childhood innocence or the future of learning? Parents’ perspectives on the use of touchscreen technology by 0–3 year olds in the UK. Contemporary Issues in Early Childhood 17(2).

O’Connor, J. (2017)Appropriate play? Parents’ reflections on 0-3s using touchscreen technology in the home’. In Arnott, L. (2017) Digital Technologies and Learning in the Early Years. London: SAGE.

O’Connor, J., Fotakopolou, O., Hatzigianni, M and Fridberg, M. (2018) ‘Parents’ perspectives on the use of touchscreen technology by 0-3 year olds in the UK, Greece, Sweden and Australia’. In Palaiologou, I. (Ed) (2018 forthcoming) Digital Practices in Early Childhood Education: An International Perspective. London: SAGE.

 

Book Review: Excellence in Higher Education

In this post, Bethany Sumner, one of CSPACE’s doctoral students, reviews an important new book on the Teaching Excellence Framework, edited by Amanda French and Matt O’Leary.

Details: French, A. and O’Leary, M. (Eds.) (2017) Excellence in Higher Education, Challenges, Changes and the Teaching Excellence Framework. Bingley: Emerald Publishing Limited.

TEF book coverThe introduction of the Teaching Excellence Framework (TEF) has ignited debate and controversy about the potential effects on the English higher education (HE) sector, particularly given the framework’s reliance on a core set of metrics that have tenuous (at best) links to teaching quality. Excellence in Higher Education, Challenges, Changes and the Teaching Excellence Framework (French and O’Leary, 2017), the first title in the ‘Great Debates in Higher Education’ series, captures many of those debates. It draws upon the experience of current HE professionals and the wider agenda of teaching excellence to offer some much-needed insight into the repercussions of TEF for those directly involved in teaching and learning. The book offers a useful breakdown of key issues including the aims of the TEF, what it involves, and
how it relates to the wider discourses of HE, such as
widening participation and employability.

It was pleasing to see that the authors welcome the renewed focus on teaching in HE. However, as they highlight, multiple difficulties arise when an endeavour is made to reduce a complex, shifting, context-dependent and multifaceted construct such as ‘excellence’ to a set of metrics (Gourlay and Stevenson, 2017). The TEF’s continued reluctance to engage in any debate concerning the complexity of teaching excellence does little to negate this. This book engages in a nuanced and comprehensive discussion of what ‘teaching excellence’ might actually mean, drawing on a range of relevant literature and practical experience to help develop the readers’ thinking, not only in terms of the TEF but also in relation to pedagogy, professional learning, and developing authentic and effective teaching practice. It offers an important reminder of the importance of teaching and learning that can sometimes be lost in criticism of the metric-driven nature of the TEF.

One of the challenges in this text is that the very nature of the subject means that some of the discussions are quickly outdated. For example the book is critical of the TEF’s proposed link to fees, noting the perceived inevitability that TEF performance would eventually be used to justify a differential fee structure in the sector. However, as things currently stand, the TEF no longer has a bearing on the amount that higher education providers can charge (Leach, 2017). Despite this context, the rapidly changing political climate of HE is in no way detriment to the book’s critical commentary on both the TEF and wider discourses of teaching excellence in general and the refreshing ideas offered such as putting forward the idea of emergent pedagogies to help grow great teaching in HE.

The text offers a thought-provoking and detailed commentary on an area that has been subject to much debate and contention and proposes some refreshing and relevant discussions in terms of pedagogical practice. In a context where higher education providers are caught up in a ‘status economy’ with status being the global higher education market currency (Warren, 2017) and where ‘metrics are everything’ the book provides a valuable, critical voice of reason. I recommend this book to anyone working in HE or who has an active interest in the sector. It is well written, clear and informative, and helps to shed some timely light on the contentions surrounding the TEF and the notion of teaching excellence in general. This is an important book, not least because as French and O’Leary point out ‘it’s time that teaching and learning became a bigger priority in higher education’ and it appears that the TEF is here to stay.

 

Gourlay, L. and Stevenson, J. (2017) Teaching excellence in higher education: critical perspectives. Teaching in Higher Education, 22(4), pp.391-395.

Leach, M. (2017) Government defeated in the Lords over TEF and fees. Available at: http://wonkhe.com/blogs/government-defeated-in-the-lords-over-tef-and-fees/ [Accessed 20th October 2017].

Warren, S. (2017) Struggling for visibility in higher education: caught between neoliberalism ‘out there’ and ‘in here’ – an autoethnographic account. Journal of Education Policy, 32(2), pp.127-140.

The good, the bad and the ugly: Religious Education at a crossroads

The good, the bad and the ugly: Religious Education at a crossroads

In this post, Imran Mogra, Senior Lecturer in Religious Education and Professional Studies, reflects on the recent publication of a report from the Commission on Religious Education. Note the link at the bottom of this post to join the debate on these important issues. 

Religious Education for All coverLast month the Commission on Religious Education (CoRE) published its Interim Report Religious Education for All. The CoRE wishes to engage the public in developing their thinking on Religious Education over the next academic year. The future of RE, it believes, is in the balance and they conclude that a timely intervention is necessary if RE is to continue making its significant contribution to pupils’ education. The Commission has made recommendations in four key areas which they believe will reinvigorate the subject. The consultation is open until 9.00am on 4th December 2017. In this article, I reflect and react to some of their proposals.

Whilst there will be points of departure with some of their recommendations, nevertheless, the first point to make is that for anyone passionate and concerned about RE in schools, the stark warning by the Commission, who were unanimous in their view, that “RE faces a perilous future without strategic, urgent intervention”, should welcome this report.

The interim report makes for some fascinating and encouraging reading. For example, in the 2017 GCSE exams, Religious Studies was the fourth most popular subject, after English language, English literature, and mathematics, and just ahead of science. Nearly 300,000 pupils took the examination. This is a clear demonstration that the subject is considered relevant, valuable, interesting and worthy of study by many youngsters.

The value and benefits of RE are widely conceived by the Commission itself. They state that RE continues to be a vital academic subject for education in the 21st century. It gives young people

  • the knowledge, understanding, and motivation they need to understand important aspects of human experience, including the religious, spiritual, and moral.
  • RE gives insights into the arts, literature, history, and contemporary local and global social and political issues.
  • It provides young people with a space in the curriculum to reflect on their own worldview and to engage with others whose worldview may be different.

This standpoint is apt as it allows students to understand themselves, the subject itself, intercultural issues and to engage with global dynamics.

Crucially, it gives voice to young people who articulate an instrumental role of RE. They said that “RE enables them to have better friendships, and to develop greater respect and empathy for others.” The views from employers are also welcome. The Commission reported that “RE is highly valued by many employers, who increasingly understand that, in a globalised world, understanding others’ world-views and their impact on people’s lives is essential to success” (p.3).

The evidence base of the report is wide and being independent gives confidence. The report is based on the knowledge and experience of the Commissioners and on oral evidence from 53 individuals and organisations at five evidence-gathering sessions in Birmingham, Exeter, London, Manchester and York, though East Anglia could also have featured. They also received 1,377 responses to an online survey, and 49 submissions by email.

Some of the findings are unsurprising. In outlining the variable standards and some persistent low standards in many schools, the report noted that where RE was good or better, it was a result of strong support for RE from senior leadership and governors, effective training, and good subject knowledge on the part of teachers. By contrast, poor standards were often the result of a lack of confidence on the part of teachers, inadequate ITT and CPD, and the high proportion of lessons taught by non-specialists at Secondary and non-teachers at primary.

The Commission should be congratulated for recommending that pupils in Key Stage 4 who do not take Religious Studies at GCSE should have their work accredited.

They endorse minimal entitlement for RE which is also advocated by several key organisations. Pragmatically, this is appealing in the current political and educational climate. All schools could be held accountable in meeting their legal obligation and in making appropriate provisions. ITT may have clearly defined parameters. Heads would be able to show how their vision and mission is in line with national entitlement. Professionally, in a climate of academisation and the increasing autonomy of individual schools, it will provide a single reference point for the subject, increasing the prospects of accountability, which is also a key recommendation of the report. However, faith communities hitherto less prominent, humanist, and other groups have been campaigning for more time and space within RE provision. On top of this, the role of local authorities in determining the syllabus of RE is also under consultation. Thus, there are various stakeholders poised to make their viewpoints and be considered in these debates.

The report leaves me with some questions:

  • Who will translate the entitlement into a detailed programme of study?
  • What will the outcomes be?
  • Changing the name is being proposed, what impact will this have on the quality of provision, if any?
  • It recommends a minimum 12 hours’ initial training for RE. Should this be accepted, how will other subjects square up with this?
  • As an option, it sees funding for SACREs to come from the Department of Culture, media and Sport or the Department of Communities and local government, what about the Department of Education?

There are some recommendations which are controversial. Resolving these may prove challenging:

  • Removing the right of withdrawal from parents.
  • Faith schools’ ability to teach their own confessional syllabus should end.

In summary, the report highlights the good, the bad, and the ugly elements of RE. The time is ripe for a discussion on RE and its structure, aims and outcomes, accountability, syllabus, funding and legal issues. It identifies specific gaps and offers reasonable propositions in the unfolding landscape of education. It has several features which are impressive and there is much to commend. It also appears to be defensive in some respects and rightly warns against some fears which resonate with some in the RE community regarding the subject.

The call for evidence is available here: https://www.surveymonkey.co.uk/r/CoREConsult1

Join in this important debate and highlight the issues emerging in your context.

A PDF of the full set of questions, can be downloaded here to allow you to think about your responses before filling it in online, if you wish.  You are not required to answer all of the questions.

 

 

Conference Report: BERA 2017

Becky Snape, a PhD student and Assistant Lecturer working with CSPACE, reflects on her recent experience of the 2017 BERA Conference.

I’m Becky Snape and I work in CSPACE as an Assistant Lecturer and PhD researcher. I’m just about to go into my third year of my PhD programme. On 4th September 2017, I travelled down to Brighton for the British Educational Research Association (BERA) Annual Conference. BERA is one of the largest conferences in the educational research world – I was one of 996 attendees – so I was keen to attend and disseminate my research at this event. In this blog, I will share some of my experiences of the conference.

About BERA

Unlike more specialist conferences, BERA hosts a broad range of topics about education. It has 33 Special Interest Groups (SIGs):

When you submit an abstract to the conference committee, you can choose to affiliate your research with a particular SIG. I aligned my work with the ‘Creativities in Education’ cluster. However, two new SIGs caught my attention at the conference – ‘English in Education’ and ‘Language and Literacy’. My research looks at teachers’ perspectives of creative writing in GCSE English Language. Within that subject area, my research encompasses pedagogy, policy and philosophy (teachers’ conceptualisations of CW). Therefore, like me, you may find that your research aligns with different SIGs.

In order to present your research at BERA, you need to submit a 750 word abstract to the conference committee. The deadline is very early, so watch out for it (31st January). The abstract is then marked using a points system by experts in your selected SIG. The abstract is marked on its clarity, contribution, quality, and relevance. For an Early Career Researcher, this was a useful and gentle introduction to peer review.

My presentation

My presentation was scheduled at 1:40pm on 5th September. I arrived at the room early so that I could get set up.

Becky 1Before my presentation started, I took the opportunity to speak to the other presenters and delegates who had arrived early. The delegates were from a range of backgrounds, including teachers from Singapore and someone who worked in a research company. There was also a representative from one of the GCSE exam boards in the audience too, which was quite surreal!

Becky 2My presentation ran fairly smoothly. Rather than focusing on one aspect of the research, I presented a whistle-stop tour of my project. Some people like to take one part of their work and look at it in-depth but I decided to present an overview of the context, literature review, methodology, and emerging findings. I felt that this was the best format as BERA is an international conference, so some of the delegates would not have an in-depth understanding of the English school curriculum.

 

Following my twenty-minute presentation, delegates were keen to know more about my perspectives on creative writing: how do I define creative writing? Do I have any recommendations for teaching creative writing? It was really nice to hear those sorts of questions, and to be able to share the insights I have gleaned from my research.

Looking ahead

I returned from BERA enthused, having presented successfully and encountered some of the most prominent names in my field, including Professors Teresa Cremin and Dominic Wyse. On the final day, we were also treated to a fascinating keynote lecture from Gert Biesta.

Becky 3

I hope to attend BERA again next year (11th-13th September 2018, Northumbria University), when my PhD is at a more advanced stage. I would definitely encourage my BCU colleagues to attend BERA. It’s a great opportunity to present your research to a wider audience, and find out about cutting edge research in the field. You can find out more details about next year’s conference here: https://www.bera.ac.uk/event/bera-conference-2018.

 

Opinions: The Dangers of Pay-to-Play

Pac-Man is an international game symbol like no other, having remained in our popular consciousness since the early days of arcade games. In this thought provoking post, Dr Alex Wade explores the broad societal impact of ‘pay-to-play’ mechanisms. With this in mind, we might therefore what the implications of such structures might be for an increasingly marketised education sector? 

Yellow. Eyeless. Endlessly hungry. Pac-Man might seem an unlikely cultural icon but, over his 40-year career, he’s morphed into various versions of himself, starred in more than 30 games, spawned an animated TV series and created a million-selling single.

This kind of staying power doesn’t spring from nowhere. Toru Iwatani, the great Japanese game developer and creator of Pac-Man, purposefully set out to make a game that could appeal to women and men in equal measure, a radical aim in a games landscape dominated by the militaristic, even masculine, pursuits of shooting and defending the world from alien attack. But Pac-Man’s enduring popularity and sunny nature hides something darker: its pay-to-play model speaks to our times. Everyone’s invited. Everyone can play. It’s fun. But there’s a cost.

Iwatani’s desire to broaden Pac-Man’s appeal can be seen in its design. The grid-like patterns are evocative of the mazes of early-modern England and ancient Greece, supposedly a ‘safe place’ where the role of women/the feminine is often essential to success. For example, in Athens’ labyrinth, Ariadne weaponises Theseus by giving him a sword to kill the Minotaur. Ariadne also provides Theseus with a ball of thread so that he can find his way out. In doing so, she provides a literal and literary escape from the maze and from the monster’s monomania.

 As players munch their way through the 240 dots that comprise the Pac-Man maze, they encounter four power-pills that enable our hero to chow down on scared blue ghosts. Players are urged to escape back to a safe place with their lives intact, echoing modern fairytales: like Ariadne’s ball of thread and Pac-Man’s dots, breadcrumbs are used in the fairytale Hansel and Gretel to guide the siblings to safety. The eating of the breadcrumbs by other animals demonstrates the difficulty of staying safe in a literal and literary state-of-nature. The experimentation and adventure which Hansel and Gretel toy with, a theme common to the safe places of games, can, in itself, border on the gamble of stepping outside of the normal boundaries of everyday life and into the maze which permeates these narratives and structures of games.

But if you’re quick and clever and eat your power-ups at the right time, you can vanquish these ghosts and monsters with adroitness of thought, feminine maturity and child-like inventiveness. Tucked up in bed, listening to the story of loss in Hansel and Gretel, the place where we feel safest is also the arena where we look to challenge the boundaries of that safety. Usually (but not always), there is a happy ending, akin to the experience of Pac-Man operating in the face of insurmountable odds, limited resources and hostile environments.

Here’s where Pac-Man becomes something more – consider Cold War capitalism in the West. A rise in living standards was closely allied to the development of microprocessor technologies used in everything from missile guidance systems to magnetic resonance imagers to arcade games. The Minotaur of Communism was held in check by spending on the warfare state. This thread of global protection against the threat of global destruction was weaved into individual safety nets in Western European countries in the shape of the welfare state. It provided protection to the populace of Western countries against the everyday threats of disease and destitution. This was seen in state spending on universal education, health services and shelter for all.

Yet this came at a price. If you want to get a high score on Pac-Man, you’ve got to follow the game’s rules and objectives. As Martin Amis notes, the “longer a player can play, the more points he can earn, and the more clout he has in the competitive social environment of the arcade”. This notion of competition attained through thriftiness and skill applied equally to the wider social, ethical and political system.

And where better to see the ultimate results of that competition than that post-Cold War capitalism’s spaces of consumption, the mall? While the space Pac-Man occupies is classical in its structure and narrative, it has an equal and parallel orientation towards the modern world. Frictionless and contactless, the smooth spaces that allow Pac-Man to move around the labyrinth away from monsters and spectres resemble the happy, mapped-out shopping centre with its wide concourses and smooth, shiny spaces floors. There is no natural light here, and no time, though there are many signposts telling you where to go to buy. You become something akin to Pac-Man on a power pill, temporarily and irrepressibly able to munch through goods and crunch through credit with the end, both entrance and exit, hidden from the consumer’s view.

But the comedown can be hard to face. It’s easy to get into a shopping centre, but hard to leave. The satisfaction of shopping is almost always accompanied by the slight niggle that, like the classical labyrinth itself, there is something mortal left in the centre of consumption when the red thread of money, or of blood, runs dry.

The means to play Pac-Man mirror an economic model with a high price to pay. In the amusement arcades of the 1980s, where, with tenacity and dedication, one coin could be made to last all day, hard work was rewarded by extended play. (‘I got a pocketful of quarters and I’m headed to the arcade/I don’t have a lot of money but I’m bringing everything I made’, run the opening lines of Pac-Man Fever.) For the children who grew up in the arcades of the 1980s, this is normal and normed behaviour. Want to play? You have to pay.

But for the late 1990s meritocracies of Europe and America, where these children became adults, the pay-to-play economic model was adopted wholesale: a necessary bargain of citizenship were that rights and responsibilities were in check and balance. If you have no job, you have to work at getting one. You have a right to smoke, but a responsibility not to in public. The idea of the umbrella protection of the welfare and warfare state was left behind. Everyone had to eke out that pocketful of quarters and if you didn’t have enough, tough luck: you clearly wasted them elsewhere. Less was more. More must be done with less. This pay-to-play model has had a permanent and tragic legacy, the results of which are being felt today and stretch far into the future.

Now, in our current state of post-Cold War capital, many of the mazes of consumption are open only to individuals who have the code to enter them. Like the initials on a high score table, only those with enough currency to Insert Coin have access to the games that reward the pay-to-play model found in the exorbitant fees of higher education, healthcare plans and private pensions. The enjoyable, if empty, thrill of the modern-day power pill – clothes shopping, the absent amnesia of online purchasing, the post-splurge latte – all these are obtainable by consumers with the requisite credit rating and zeroes in their current account.

For others, who do not possess the code or currency of pay-to-play, there are other mazes to explore. These are not smooth, or easy to move through. There are the endless grids of forms to be filled out for benefits applications. The phone mazes to be negotiated by employment support ‘candidates’. The mesmerising morass of payday loans and the monster-like enforcement of debt repayment.

Most pertinent are those mazes of social housing. That idea, founded at the beginning of the Cold War where the doctor could live next door to the baker, the barber next to the coroner, soon found itself abandoned by the individual pursuit of wealth and state neglect on an industrial scale. The pedestrian-friendly paths became rat-runs for drug dealers: Pac-Men chomping on pills, erratically avoiding the ghostly blue police: the wide open green public spaces a site for the fly-tipping of refuse. Detritus is most widely distributed where money is not. Most chillingly are those spaces between the rich and the poor: the cavities in the cladding where flames are free to channel, but people, trapped in a labyrinth not of their own making, could not escape from.

These are the pay-to-play models where no amount of currency can buy abstinence from the systematic failure of every one of us to Insert Coin into the slots of poverty. These are the spaces that are a shame to us all. There is no happy ending at the end of this maze. Instead, there is the realisation that by not fulfilling a responsibility that we all have to each other to provide safe places for everyone, we have created dangerous spaces from which there is no exit.

Iwatani’s motivation for Pac-Man was to make the game as inclusive as possible, irrespective of age, race, religion, gender. All were invited. The cost was the pay-to-play model. The question we must ask ourselves is, as those labyrinths of despair are cleared from Kingston-on-Hull to Kingston-on-Thames, what game do we go to next? Will we be haunted by the ghosts of the pay-to-play past, or create a safe place of a better tomorrow?

Alex Wade is Senior Research Fellow in the Faculty of Health, Education and Life Sciences at BCU. His book, The Pac-Man Principle: A User’s guide to Capitalism is to be released by Zero Books at the end of 2017.

Conference report: CSPACE Conference 2017

On the 10th July 2017 the third annual CSPACE education conference took place at Perry Barr campus of BCU. The conference was a great success and it was wonderful to see so many engaging and exciting research contributions from colleagues from across the university. The conference was entitled ‘Connecting Communities: Spaces for Creativity and Collaboration in Education’ and presentations covered a diverse range of themes related to this.

CSPACE conf 2.png

The conference kicked off with a keynote from Laura Watts, Simbi Folarin and Liz Garnham (MBE) who run Dens of Equality, a not for profit community organisation which is focused on creating inclusive community play leisure and learning opportunities for disabled and disadvantaged children across Birmingham. Laura, Simbi and Liz discussed the strengths and challenges of working at a grassroots level engaging in community capacity building and embedding local partnership against a landscape where play work remains consistently undervalued. Conference delegates gave lots of positive feedback about the keynote and the inspirational work Laura and colleagues are doing with access to extremely limited funding and resources.

Presentations covered a wide range of topics at the conference, from the use of touchscreen technology in the early years to the importance of multi-agency working for young people’s creative musical engagement and lots in between!  It was fascinating to see the work that colleagues are engaging in across the university and was great to see such a wide representation from both experienced academic staff and newer researchers and post-graduate students. Given the conference themes of community, creativity and collaboration it was important that students were included within this and so we were thrilled to include undergraduate student researcher awards for the first time.

CSPACE conf 1       CSPACE conf 3

There was also a great range of hour-long workshops on offer at the conference, including a symposium on improving learning and teaching in Higher Education through collaborative observation, a workshop on rhythm analysis and a performative ‘armchair discussion’ on practitioner inquiry into research supervision. During lunch delegates had the opportunity to view the impressive posters offered by colleagues and vote for their favourite one.

CSPACE conf 4   

CSPACE conf 5

As first-year PhD students organising the conference was a steep learning curve! Each of us also presented at the conference and although we were all incredibly nervous it was wonderful to be able to share our work in its initial stages surrounded by supportive peers. The conference offered a real climate of collaboration and the questions and comments posed by colleagues were extremely useful in extending our thinking around our research.

CSPACE conf 9 CSPACE conf 7

It was also great to get to meet so many colleagues from across HELS and the wider university and we all agreed organising the conference really helped us to feel embedded into the community of BCU. It was also great to see some really positive comments on twitter from conference delegates, search #cspaceconf17 to relive some of the best moments of the day. We hope that you all enjoyed it as much as we did and are looking forward to #CSPACECONF18!

Bethany Sumner, Emma Nenadic, Bally Kaur, and Gail Kuppan
CSPACE Conference 2017 Committee