Category Archives: Re-thinking Practitioner Education and Professional Practice

Open School Doors Project

Mary-Rose Puttick, a PhD student and Graduate Research and Teaching Assistant  for CSPACE, discusses the Open School Doors project. This initiative aims to reduce disparities in learning outcomes for migrant children, and offers support to help these young people succeed in challenging circumstances. 

Project aim

The 2-year (2017-19) Erasmus-funded Open School Doors project spans 5 EU contexts (UK, Germany, Greece, Austria and Trans-European) with the overall aim of reducing disparities in learning outcomes for migrant children, particularly those from refugee, asylum seeker, and Eastern-European Roma backgrounds who have settled in the UK or another EU country in the last 10 years. The focus on new migrants supports the project in addressing the transient population which is increasingly characteristic of EU schools. Open School Doors seeks to inspire and motivate teachers and school managers in cooperating with new migrant parents as well as creating constructive and sustainable partnerships.

Open School Doors Logo

A training framework is currently being developed by the UK team here at BCU to train teachers and head teachers. The framework launches an innovative participatory-action based approach using online tools to address diverse aspects of what we have termed ‘school-languaging’ in a sensitive, positive, and goal-oriented way, including: features of cultural diversity; teacher reflections on their own positionality in the communication process including challenging their own racialized positions as well as pre-conceptions and stereotypes; exploring digital communication / social networking tools to engage with migrant parents; devising action-plans to stimulate parents’ motivation based on localised school contexts; and exploring postcolonial theorist Bhabha’s (1994) notion of ‘third-spaces’, in the case of this project as a neutral space of communication between school and parents.

Data collection

Our UK data collection so far has included focus groups with teaching and management staff at six primary and secondary schools across Birmingham and one focus group with migrant parents.  These six schools are all ‘Schools of Sanctuary’ which is part of the national City of Sanctuary movement and Barbara Forbes from Birmingham Schools of Sanctuary is assisting the BCU team on the project to identify schools which are already taking active steps to make their schools places of sanctuary and welcome for all children and parents. Our data analysis from the six schools, alongside that from the other EU countries, will be used to inform the training framework which will then be rolled out to 50 schools across the 5 project partners.

UK research findings

Our initial research findings indicate what we refer to as a ‘crisis in teacher education’ with teachers coming to the limits of their expertise in teaching children with English as an Additional Language (EAL) and in their communication with EAL parents, many of whom are unfamiliar with the principles of the UK education system and have had little experience themselves of formal education. Teachers report feeling unequipped to deal with trauma and high levels of transiency whilst they continue to face pressures of national assessment and lack of external funding and support.

Parent motivations and interactions work well where focus is placed on building transferable capitals of parents as well as where parents have developed self-help groups.  Some of the parents I interviewed have been asylum seekers for several years, still waiting for a decision regarding their residency status, they described their life as like an ‘open prison’ due to the fact they are unable to access paid employment and have restricted access to educational provision in adult, further and higher education contexts. In this regard parents at one school said the community provision the school had provided for parents gave them a purpose in their lives as they were able to use their skills to support other newly arrived parents. One successful project this school has established is a cooking-based social enterprise called ‘Flavours of Winson Green’. This social enterprise is now in high demand with the parents who run it travelling all over the UK to facilitate cooking experience evenings.

Open School Doors - cooking 1 Open School Doors - cooking 2

BCU hosts EU partners’ visit.

Earlier this month BCU hosted the second meeting of the Open School Doors team, involving an evening in which we got to experience the ‘Flavours of Winson Green’. This was a great success as we were taught how to cook two dishes, a Somalian curry and a Pakistani curry, and then enjoyed the food together and heard the migration stories of the women who run the social enterprise.

Overall it was a very memorable experience and the staff from one of the other primary schools who joined us for the evening have since decided that they will work in partnership with the migrant parents in their school to set up a similar enterprise.

As part of the next stage of Open School Doors we will share further inspiring examples such as the ‘Flavours’ project from primary and secondary across the UK and other EU countries with the aim of encouraging schools to become places of welcome, inclusion, and hospitality where schools work in collaboration with migrant parents and the local community.

Research Snapshot: Literacies for Employability

Researchers

Amanda French, Alex Kendall, Phil Taylor

Aim of research
  • improve student understanding of employability as a dynamic, lifelong concept
  • offer students the opportunity to investigate, analyse and describe the literacy practices of workplaces and placements that they encountered whilst at universitylit
  • identify and evaluate workplace literacies in structured contexts
  • make contributions that add value to employers
  • encourage tutors to co-investigate workplace literacies with their students
  • provide a meta-narrative of workplace literacies across different occupations
  • embed overt instruction of workplace literacies into curriculum design across different disciplines

Read more here: http://www.bcu.ac.uk/research/stories/literacies-for-employability

Research Snapshot: Partnership Around Continuous Training of Teachers

ResearchersEU

Alex Kendall, Associate Dean of Research and Business Development, in partnership with: University of Beira Interior (Portugal), Capa Anatolio Teacher Training School (Turkey), National Institute for Training and Career Development in Education (Bulgaria), Novancia Business School Paris (France), University of Žilina (Slovakia).

Aims of research

PaCCT aimed to:

  • achieve a better understanding of approaches to CPD in each of the countries
  • identify and share examples of good practice
  • develop a framework for effective practice

http://www.bcu.ac.uk/research/areas/education/pacct

Five burning issues: time to reimagine Further Education

By Suzanne Savage, Assistant Lecturer and Doctoral Researcher in the Faculty of Health, Education and Life Sciences. Full article on http://blogs.bcu.ac.uk/views/2016/05/19/five-burning-issues-time-to-reimagine-further-education/

As we eagerly await the first White Paper in a decade to address Further Education and Skills, I wanted to take a look at areas of concern for the sector. I asked facilitators of the upcoming Reimagining Further Education conference to be held on 29 June here at BCU, to share some of the burning issues they will explore.

  1. Leadership in Further Education: As we face a period of unprecedented change in the sector, do FE leaders need a new vision of their role? Dr Lynne Sedgmore, former leader of the 157 Group of Colleges, says: “Senior leaders and governors need to consider how they use their power and act on new ways of collaborative leadership in true partnership — beyond current formal hierarchy and tokenism — to liberate, engage, support and facilitate practitioners, and the professional power they bring, in much more innovative and radical ways.” What do you think? This and more will be discussed in the Leadership in FE strand of our conference.
  2. Accountability is often seen as the solution to quality in education, but Professor Ewart Keep of Oxford University warns that the current “low trust, high stakes inspection regime has a weak grasp of what vocational learning could and/or should look like. There is no widely accepted consensus about what the over-arching aims are that the FE system and individual institutions therein should be held accountable for.” This is compounded by new government initiatives towards local commissioning. Ann Hodgson of UCL Institute of Education asks “What are the respective roles of local, regional and national government in the governance of FE colleges and what should they be? What impact is the area review process having on the FE system in England?” If you would like to contribute towards answering these questions, join the Accountability, Governance and Area Reviews strand of our conference.
  3. Higher Education in FE: The release of the Higher Education White Paper this month has implications for colleges delivering HE courses because that provision will now be subject to the Teaching Excellence Framework (TEF). How will colleges juggle the requirements of both Ofsted and the TEF? Dr Karima Kadi-Hanifi, University of Worcester, says: “When evaluated from an exclusively HE perspective, FE is often seen as the inferior partner. But FE provision is very good, student-centred, inspiring and resilient.” To formulate the FE response to TEF requirements, sign up for the HE in FE strand of our conference.
  4. The introduction of the Apprenticeship levy in April 2017 creates unique dilemmas for colleges, and many of those who have historically focussed on classroom-based provision are not sure how to develop successful apprenticeship delivery. While fierce competition amongst potential providers is anticipated, can colleges harness some of the energy from the Area Review process to develop a more regional, coordinated approach to apprenticeship provision? Are employers ready for the introduction of the levy and resultant change to hiring practices, or do apprenticeship providers need to find new ways to work together with them? To join this discussion, sign up to the Apprenticeship strand of our conference, facilitated by Professor Chris Winch of King’s College London.
  5. Professionalism: In a deregulated sector, “how can we foster a more critical, dialogic and democratic professionalism at this time of great challenge?” asks Lou Mycroft, teacher educator at Northern College and co-founder of Tutor Voices. And despite deregulation, Tim Weiss, Membership Director for the Society of Education and Training Professionals, wonders “In a sector celebrated for diversity of delivery, subject area, learner and teaching staff alike, do we run the risk of losing this breadth and depth as we focus ever closer on “core metrics” such as maths and English, or does this underlying drive to improve the essentials enhance our diversity of delivery even further?” Help develop a vision by joining the Professionalism in FE strand of our conference.

    The Reimagining Further Education conference will be held on 29 June, 2016 in the Curzon Building of Birmingham City University. Join the discussion on Twitter using #ReimagineFE

    With an undergraduate degree in anthropology from the United States, Suzanne Savage has spent the last 30 years in a wide variety of teaching positions in Nicaragua, the Netherlands and the UK. Most recently she has been a teacher training manager and teaching/learning coach in UK Further Education colleges. She’s very interested in the relationship between education policy, teacher professional practice, and the lived experience of students in the classroom. Her current PhD research at Birmingham City University is on the use of video recordings in the observation of classroom practice.

Meet the Team – Suzanne Savage

Name: Suzanne Savagesu

Role at BCU: Doctoral Researcher and Assistant Lecturer

Research Interests: Observations of classroom practice, teacher learning and teacher professionalism, how to capture teaching “quality”

Research you are currently working on:

  • The use of digital video recordings in the observation of classroom practice
  • Reflexive observation practice in HE teaching
  • The TEF and teaching “excellence”
  • Video as surveillance in schools and colleges

Research methodologies you are using: Bourdieu’s participant objectivation informs my work on classroom observation. The teacher observation process in most schools and colleges is driven by what Bourdieu calls doxa, the taken-for-granted-assumptions which are never questioned. There are huge questions about the validity and reliability of the conclusions made when observing a complex environment such as a classroom, yet these issues are seldom addressed in the literature. In order understand this process better, my research is designed to observe the professional dialogue between an observer and teacher when they utilise a digital recording of a classroom lesson. At the heart of this study is the practice and conceptualisation of the method of observation itself, and I am utilising Bourdieu’s participant objectivation to turn the instruments of my research onto my own inquiry. This is fascinating reflexive journey which has caused me to question my own doxa and to reconceptualise my own ontological and epistemological understanding.

Methods I am currently using include: Video recorded observation of professional dialogue; video elicitation (stimulated recall) interviews.

Current issues, thoughts and reflections on education & research: Central government policy is geared towards a marketised education sector which believes that profit is the best incentive to ensure quality. In higher education, however, we must continue to problematize this assumption. Once students become consumers, where does this leave the relationship between educator and student? Can learning be bought? Is the sole purpose of education employability?

Most influential research you have read/seen: Dr. Matt O’Leary’s work on classroom observation is bringing about a paradigm shift in how we conceptualise “quality” in education. He is the first researcher to seriously and methodically question the premise and practice of the performative observation regimes that rule UK schools and colleges. When I was working as a Teacher Educator and Coach in FE, I knew there was something deeply wrong with how we purported to “measure” teacher performance. But Matt’s first book, “Classroom Observation” delved into the historical development of this system and systematically revealed the erroneous assumptions underpinning current practice. I now am incredibly fortunate to have Matt as my Director of Studies here at Birmingham City University.

I shall leave for another blog post my other great influence: Paulo Freire.

Advice for new researchers: Firstly, collaboration is vital. A special alchemy happens when you bring inquiring minds together to explore ideas. Secondly, don’t see theory as a difficult add-on to your research. Your world views permeate everything you think and write. Learn to understand your underlying theory, and then relentlessly question it to avoid complacency.

On a practical note, I have found Evernote to be a very useful tool for managing all my research literature.

Mini fact about you: I have lived in several different countries and I speak Spanish and Dutch fluently.

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EDUCATIONAL ACTIVISIM IN BRAZIL

Birmingham City University and the University of East Anglia are currently engaged in a collaborative research project with Brazilian education activists for whom critical pedagogy and popular education pedagogy are harnessed to facilitate a critical, politically engaged education processes for social change.

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CSPACE recently held a Research Seminar, Wednesday , 11 May 2016 : which showcased the work of Brazilian educators visiting from Fortaleza in the state of Ceara, and the Federal University of Rio de Janeiro.

  • Dra Maria das Dores and Dra. Jackline:Rabelo: ‘The World Bank and its consequences for Education in Brail and Latin America.
  • Dra Sandra Maria y Dr Luís TavoraFurtado Ribeiro: ‘Universities, Social Movements and Social Transformation’.
  • Dr Paolo Vittoria: ‘The implications for education of the threatened parliamentary coup in Brazil today

We welcomed our Brazilian colleagues back to continue the face-to-face dialogue begun last year. This dialogue explores possibilities and constraints for alternative education processes in, against and beyond the neoliberal university in the current challenging context where the governing Brazilian Workers’ Party faces a ‘parliamentary coup’ whilst, at the same time, progressive social movements like the Landless Movement (The Movement of Rural Landless People or MST—Movimento dos Trabalhadores Rurais Sem Terra) have developed impressively well organised bottom up processes of educational change that seeks to build social movements to improve the lives of, amongst others, the rural landless people.

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For more information about the Landless movement click this link: Brazil’s Landless Movement

Our thanks to Tessa Burswood who did such a brilliant job of translating !!

I’ll leave the last word to one of the participants who wrote:

I wanted to thank you both very much first for inviting me to the seminar and then for the seminar itself. Collectivity, solidarity and dialogue… wonderful!

 

Reimagining Further Education Conference – Book now

The conference will bring together practitioners, researchers and key figures in the field of Further Education (FE) and will cover a range of themes from apprenticeships and work-based learning to accountability and governance in FE.
FEInstead of the conventional ‘stand and deliver’ format of many conferences, ‘Reimagining Further Education’ will be organised as group conversations framed and facilitated by a discussant and chair for each of the 6 thematic strands included. By exploring positive, imaginative and creative ways forward that enhance agency, workforce development and the professional ethos of all FE practitioners, this conference aims to put the ‘confer’ back into conference!
Dates:
29 Jun 2016 (9:00am – 4:00pm)
Venue:
Curzon Building , 4 Cardigan Street Birmingham B4 7BD United Kingdom (Map and Directions)
Price:
£50
Download the programme here: a5-reimagining-fe-programme-131074510792152821

If you are interested in attending the conference and/or would like to know more about it, please contact: suzanne.savage@bcu.ac.uk 

OR go to https://www.eventbrite.co.uk/e/reimagining-further-education-conference-reimaginefe-tickets-21208624567 to book tickets 
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ALTERNATIVE EDUCATIONAL FUTURES CONFERENCE, 17th JUNE 2016

A day conference in memory of two radical educators Prof Roland Meighan (1937-2014) and Philip Toogood (1935-2013)

The conference seeks to provide delegates with some inspirational appetisers into the world of alternative education, alternative thinking and educational futures. Positive, celebratory, drawing on the past and the current, but futures-orientated.

  • Friday 17 June 2016 – 0900 to 1700
  • Birmingham City University, Baker Building, City North Campus, Perry Barr
  • Birmingham City University staff / student allocation – free (first come, first served) thereafter £30

Read more here: http://blog.personalisededucationnow.org.uk/2016/04/06/alternative-educational-futures-conference-17th-june-2016-birmingham/

CELT/CSPACE Education Conference 2016: Call for papers!

What and why?

For the first time this year CELT and CSPACE are joining forces to host our Annual Education Conference. In case you haven’t heard of us before, CSPACE is the Centre for the Study of Practice and Culture in Education, and CELT is the Centre for Enhancement of Teaching and Learning. The conference will be held on 11th July 2016.

Although 11th July seems like a while away yet, it’s the standard protocol for us to collect and select abstracts in advance. You’ve probably already received a call for papers from me via your staff email. If you haven’t received this email, please alert me to this on Rebecca.Snape@bcu.ac.uk and I will immediately rectify this. We need to receive all abstracts before 20th May 2016, so you have two weeks to get these in to us. We have a range of different formats for you to choose from to ensure that you can present your research in the best way you see fit.

We believe that this is a fantastic opportunity for researchers and teachers across the University to showcase their best practice. Whether you’re an emerging researcher who wants to present their work for the first time, or an experienced academic who wants to share their wisdom and receive feedback from others, we’re keen to hear about the work you’re doing. It’s also a good opportunity for networking, and, particularly if you’re an Early Career Researcher, it’s a great addition to your CV. We also strongly believe that it is a fantastic opportunity for faculties to come together and hear what others are doing, which is why we are opening this up to the entire University. So, come and get involved!

Conference focus

This year we are keen to open out our conference to students and academics across the University who would like to showcase the fantastic work they’re doing with regards to teaching, learning and educational research. Whether you want to talk about a theoretical approach you’ve utilised in your teaching, a style of teaching which has worked particularly well, or a piece of interdisciplinary research, we’re keen to hear about the work that is being done across BCU. Below is an overview of the general themes of the conference for your reference:

Pedagogy, Practice, Politics and Policy: Where to next in teaching, learning and research in education?

(a) Professional practices in teaching

(b) Formal and informal lifelong learning pedagogies

(c) Public and popular debates in education policy

(d) Researching education

Each strand will encourage papers from all education sectors;

  • Further Education
  • Early years
  • Higher Education
  • Schools
  • Third sector /Voluntary provision

 

Social media

Aside from informing you about the conference via internal channels, we will also be promoting it via Twitter. If you want to keep up to date with the latest developments regarding the planning, preparation and running of the conference, please follow @BeckyS1993 or @CSPACE_BCU on Twitter. We now have our own dedicated hashtag for the conference on Twitter: #CSPACE16.

 

We look forward to receiving your submissions in advance of 20th May. If you have any questions please contact me on Rebecca.Snape@bcu.ac.uk. Remember to follow our updates on Twitter! #CSPACE16