Category Archives: Research Life in CSPACE

Creativity: getting it right in a week

Creativity: Getting in right in a week
Creativity: Getting in right in a week

Creativity is often be misunderstood as being for ‘special people’ who have original ideas, or is solely the domain of the arts. We think that creativity is for everyone, in every subject, of all abilities. As teacher educators and researchers we recognised that many professionals working in education, from all phases, face increasing pressures including performance and assessment outputs. This means that time set aside to plan for creativity, to teach for creativity or develop creative learning is not afforded. We think that creativity should be at the heart of teaching and learning and through this book we want to help teachers and educational practitioner recognise it within the classroom.

Teachers and education practitioners play an important role in the development of creativity. Significantly, they have to provide learners with an environment for self-discovery leading to self-actualisation and encourage learners to become more creative individuals. To achieve this, teachers must also be afforded time to explore their own creative teaching approaches. After all, creative learners need creative teachers.

Throughout this book we want to show teachers and education practitioners that creativity is more than just that one original idea, which may have historical importance. It is a process that can be encouraged within the classroom and have significance for lifelong learning. A creative endeavour may begin with a spark of an idea, but through its development can include play, experimentation, critical thinking, exploration, investigation, discussion, collaboration to name but a few. These then lead to new insights, new understandings and new knowledge. Creativity is exciting!

We hope that this book will provided teachers and trainee teachers with practical-led guidance on creative teaching, teaching for creativity and creative learning. It presents key areas of creativity in straightforward, bite-sized chunks, offering time-saving, practical support and ideas. We do not see this book as being an additional workload pressure for teachers or educators, but as a time saving, practical support, offering the opportunity for thought and action. The book is therefore short and straight to the point for that very reason!

Designed to be read over a week, it is divided into seven chapters, each detailing clear strategies and a summary of some relevant underpinning theory. We also offer the reader the opportunity to see the strategies in action and then encourage them to try things out themselves. Sometimes this might take them out of their comfort zones, but this is a creativity book after all and we wouldn’t be doing a very good job if we were not putting theory into practice! Ultimately, we want teachers and educational practitioners to consider new insights, be open to new possibilities, to build their creative confidence which will then be passed onto learners.

We hope that many teachers and educational practitioners enjoy the book, we would love to hear from you. Most importantly we hope that they see that creativity is fun, that it is good for them and good for learners, and that that feel encouraged to leap into the deep end wearing water wings!

Taking risks

Victoria & Martin

Kinsella, V. and Fautley, M (2017). Creativity: Getting it Right in a Week. Critical Publishing.

Dr. Victoria Kinsella is Senior Research Fellow in Education at Birmingham City University. Victoria has researched widely in the field of the arts education and creativity. She has worked on a number of creative arts research projects in various contexts including schools, prisons, galleries, arts centres and with educational agencies. Prior to her academic studies she worked as a teacher in UK secondary schools.

Follow Victoria’s work on ResearchGate.

Professor Martin Fautley is director of research in the school of education and social work at Birmingham City University. He is widely known for his work on researching assessment in the classroom, but also researches understandings of musical learning and progression (especially in the novice stages), composing, and creativity.

Find out more about Martin’s work, follow him on WordPress Blog, @DrFautley on Twitter

BERA September 2017: looking again at teaching and learning – Gert Biesta’s food for thought

This year’s BERA conference took place at Sussex University outside Brighton.  As ever it was a busy event – there were more applications than ever to present and that competition was as a result more fierce than ever.

The diversity of papers and presentations was exciting and provided a lot of space for discussion and interaction.

The final keynote was a high point. Drawing on a range of insights from his work and in particular his new book, The Rediscovery of Teaching, Gert Biesta talked about learning and how it has been hi-jacked by a policy view that draws on neoliberal human capital theory. In other words, the current focus on learning is learning for a purpose connected to skills and productivity: an economised version of learning.

For Biesta, learning has now become a problem. He connects this also to certain kinds of learning that involve ‘meaning-making’. In the worst cases, this becomes ego-logical – i.e. the (isolated) individual making sense for themselves (although he acknowledged that Freirean dialogical learning is collective rather individualised).

His provocative response to this situation, embedded in his philosophical position, suggests a return to a dynamic curriculum in which students and teachers stop learning. Learning spaces then become classrooms in which the world can be listened to. He presented the issue by posing these questions:

If we are sense makers – can the world speak to us in its own terms and on its own terms?

If we are just meaning-making beings, how then can we be taught?

There was a sense in this that the cultural and economic emphasis on individualism and entrepreneurialism that is having such an impact on our ways of living and on our world needs to be checked. Otherwise, learning will only support the further deterioration of our planet and jeopardise our collective attempts to achieve a good life for everyone.

Other than referring to Levinas, Biesta didn’t elaborate on what stopping learning might mean in our classrooms, but he did assert the importance of doing something other than focusing on the transmission of ‘bodies of knowledge’. He also developed the idea that we should try to ‘bracket’ learning to open up different ways of being in the world: a ‘non ego-logical’ way of being in the world.

For Biesta then being in the world in our times is filtered by the desires that shape who we are. There is a question about the provenance of many of these desires in our commercialised and commodified world. The suggestion is that the desires created for us by the forces of marketisation and commodification are displacing desires that could be more meaningful. Out of that thought emerges the fundamental question:

Is what I desire, desirable?

While he didn’t offer any pat answers to this last puzzle, Biesta cited Spivak and her idea of the individual ‘non-coercive rearrangement of desires’ as a way forward.  Education he viewed as a space in which such a rearrangement could occur to support “grown-up ways of being in the world”.

There is something in that final phrase that brings us back to earth with a bang when we consider the current ‘common sense’ views on education that we are confronted by and also, occasionally, the level of debate.

Rob Smith

Dr. Rob Smith is a Reader in Education at Birmingham City University. His body of work explores the impact of funding and marketisation on teaching and learning in further education settings. He has researched and written extensively in collaboration with FE and HE practitioners. Currently, Rob is involved in the FE in England: transforming lives and communities project with Dr Vicky Duckworth (Edge Hill University). This is a national research study focusing on the transformative qualities of further education. He is also developing an interdisciplinary research project looking at HE space and time focusing on the design and architecture of HEIs and their situatedness with urban settings.

Follow Rob’s publications on researchgate.

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.

Improving Learning and Teaching through Collaborative Observation

In November 2016, Dr. Matt O’Leary and Dr. Vanessa Cui from C-SPACE were successful in their application for HEFCE Catalyst Fund: Innovation in Learning and Teaching. In this blog post, Matt and Vanessa tell us about the project and some of highlights of their recent activities.

Context

Teaching excellence has been at the centre of debates about quality in English Higher Education (HE) in recent years. The introduction of the Teaching Excellence Framework has ratcheted up this focus even further. Fuelled by critiques of teaching as ‘the weakest aspect’ of English HE (Gill,2015), the government has argued that universities need to adopt a more evidence-based approach to learning and teaching (L & T) akin to that associated with research.

Traditional approaches to capturing and promoting teaching excellence have largely been shaped by a managerialist agenda that conceptualises academic staff as accountable suppliers of a product and students as consumers of that product, with an overreliance on reductive metrics that fail to reflect either the authenticity or complexity of HE learning and teaching. This raises some important questions for the HE sector.

How can we develop a greater understanding and improvement of L & T among academic staff and students? How can we combine scholarly knowledge, practices and our education ideologies to satisfy the demands of policymakers while generating data about L & T that is legitimate and worthwhile? What can we do to create and nurture an approach that sustains and enhances authentic L & T experiences?     

About the project

A HEFCE-funded project at Birmingham City University seeks to use collaborative observation of L & T as a means of harnessing staff and student perspectives. Observation is a common method for staff development in HE, typically through a peer observation model. Some HE institutions have introduced teaching observation as a performance management tool in recent years. However, recent research (e.g. O’Leary & Wood, 2017; O’Leary, 2016) has revealed that assessment-based models of observation can often be a deterrent to developing L & T practice. Our project is built on the belief that improving student learning requires teachers and learners to develop an awareness and understanding about learning collaboratively in the context of their programme.  It is our attempt to answer the questions raised above.

Underpinning this collaborative observation process is the principles of critical reflection (Brookfield, 1998), learning as collective consciousness (Bowden & Marton, 1998) and participatory inquiry. A key feature of our methodology is the reconceptualisation of observation as a method to enhance L & T practices through inquiry rather than as a method of assessment. Pairs of teaching staff and students come together in a collection of subject-specific case studies to co-investigate, co-observe and co-reflect on their own classroom L & T practices. Within our collaborative approach, student identity is reconceptualised from that of ‘consumers’ and ‘evaluators’ of teaching to co-researchers and co-producers of knowledge about L & T.

Our project started in November 2016 and it runs until April 2018. It is led by Dr. Matt O’Leary and Dr. Vanessa Cui from C-SPACE. The project works with five case studies in the Faculty of Health, Education and Life Sciences: BA (Hons) Early Childhood Studies, BSc (Hons) Nursing (Adult), BSc (Hons) Nursing (Child), BA (Hons) Primary Education with QTS and BSc (Hons) Radiography. Each case study is made up of two staff members and two first/second year students. On our project website, there is more details about our project, our methodology and each of the case studies: http://blogs.bcu.ac.uk/collaborativeobservation/.

Recent activities

During last summer, we were busy sharing our project and some preliminary findings at internal and external events. At our C-SPACE annual conference and the University’s Festival of Teaching, we hosted a symposium and a workshop where four of the case studies shared their experiences with the delegates.

Primary Education participants’ talk on their case study and their Cycle 1 experience at C-SPACE 2017 conference:

Staff from the Child Nursing case study talk about their case study and their Cycle 1 experience at C-SPACE 2017 conference:

Staff from the Early Childhood Studies case study talk about their case study and their Cycle 1 experience at C-SPACE 2017 conference:

We also ran an innovation session at this year’s BERA conference. During the session, we had really engaging and critical discussions with the delegates around issues on Ethics and power dynamics in staff and student collaborations like ours. We also discussed how this could be an opportunity for students and staff’s personal and/or professional development, and how this model could potentially be used in different types of HE educational project on student engagement and student learning experience.

Innovation session delivered by Matt O'Leary and Vanessa Cui at BERA 2017 annual conference.
Innovation session delivered by Matt O’Leary and Vanessa Cui at BERA 2017 annual conference.

To follow our project, please visit our website. You can also get in touch with Vanessa to add your contact detail to our mailing list.

Matt & Vanessa

References:

  • Bowden, J. and Marton, F. (1998). The University of Learning: beyond quality and competence, London: Routledge.
  • Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Gill, J. (2015). David Willetts interview: ‘What I did was in the interests of young people’. Times Higher Education, Article published online June 18, 2015. Retrieved from https://www.timeshighereducation.com/david-willetts-what-idid-was-in-the-interests-of-young-people. Accessed on August 28, 2017.
  • O’Leary, M. & Wood, P. (2017) ‘Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector’, Professional Development in Education, Vol. 43(4), pp. 573-591.
  • O’Leary, M. (Ed) (2016) Reclaiming lesson observation: supporting excellence in teacher learning. Abingdon: Routledge.

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.

 

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

 

 

Report from International Society on Early Intervention: Children’s Rights and Early Intervention, Aula Magnum Auditorium, Stockholm 8-10 June 2016

Written by Dr Carolyn Blackburn, Research Fellow in Early Childhood Studies, HELS carolyn@blackbu5

The International Society on Early Intervention holds a major conference very three to four years. This years’ conference focused on the rights of all children to develop to their full potential and to participate without barriers in all aspects of society Encouraging and supporting the inclusion of children with developmental delays and disabilities in natural environments, including family settings, child care, and preschool programs, is at the core of maximizing children’s rights. Indeed, the concept of full participation is consistent with two United Nations treaties that address these rights: Convention on the Rights of the Child and Convention on the Rights of Persons with Disabilities. The conference was dedicated to Ulf Janson who dedicated, devoted much of his professional life to promoting the rights of young children with disabilities, understanding the nature of social inclusion, and advocating for the full inclusion of all children and their families and Franz Peterander, Ph.D. Professor, Ludwig-Maximilians University reminded us of his commitment to ECI.

1A tribute to Professor Ulf Janson from Franz Peterander

In this conference, early intervention was proposed as a basic right of all vulnerable children, and was explored from many perspectives. Issues related to access, equity, quality, and accountability were considered to be paramount. Strengthening families, training professional personnel, promoting social-emotional development, conducting reliable, valid, and culturally appropriate assessments, exploring issues related to institutional care and deinstitutionalization, examining the impact, prevention, and treatment of trauma, abuse, and neglect, testing and evaluating new strategies and techniques to promote a child’s development to the fullest, and developing approaches to enhance social inclusion were among the topics included. The development and evaluation of policies in individual countries or regions within countries to ensure that early intervention is among the rights of young children provided an important context.

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Children and young people from Adolf Fredick’s Music School opened the conference with an assertion that ‘Children Rule the World’

The conference opened with an inspirational and moving performance from Adolf Fredrik’s Music School Youth Chorus. Following this, there were opening addresses from Anders Gustavsson, Ph.D. Professor, Stockholm University, Astrid Söderbergh Widding, Ph.D, President, Stockholm University and Mike Guralnick. During his address Mike announced Barry Carpenter’s recent award of Commander of the Order of the British Empire in recognition to his service to the field of Special Education Needs. Barry is an Independent Education Consultant from the UK and Carolyn has worked with Barry on research projects and publications.

The conference proceeded with plenary and parallel sessions focussed on a wide range of topics that were provided by and for 600 delegates from 55 countries. In addition delegates were invited to a wine and canapés at the Stockholm Town Hall where Nobel Peace Prizes are awarded.

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Mike Guralnick described the conference as a landmark event in early intervention

Mike Guralnick, Chair of ISEI, described the conference as a landmark event in Early Intervention, stressing that there is currently a humanitarian crisis for vulnerable children. He explained that we need a systems based approach to services which must be coordinated within a team and work with parents. There needs to be universal agreement that every child has a right to early intervention.

4

Professor Ăkesson talked about growing up in Sweden

Professor Eva Björck Åkesson talked about an ecological transactional model and a biopsychosocial perspective which was focused on the preschool as an environment for participation, interaction, and development in the context of early intervention in Sweden. She explained that engagement and togetherness needs to be further researched and we need to be solution oriented, as there are many challenges to overcome in the field of early intervention.

Dr. Emily Baron Vargas talked about Building Sustainable National Systems for Early Childhood Intervention from her work at the RISE Institute that assists nations to develop strategic plans, systems, and programs for early childhood intervention (ECI) and hosts the Early Childhood Development (ECD) Task Force of the Global Partnership on Children with Disabilities.

Dr. Pia Rebello Britto (Global Chief and Senior Advisor, Early Childhood Development, UNICEF, New York) urged us to take Early Childhood Interventions into the sustainable development era. She argued that all children need good nutrition, stimulation and safety and protection in order to thrive. However, significant numbers of children around the world do not experience these basic human rights, which leads to unmet human potential. It is the role of the early childhood intervention community to change this. She challenged us to mobilise resources and raise the profile of this with policy makers.

6Dr. Pia Britto argued that all children need good nutrition, stimulation and safety and protection in order to thrive

There were a series of Master Lectures provided by international speakers on a wide range of EI subjects. A number of members of Eurlyaid attended and presented at the conference.

I presented two parallel sessions on a) Young children’s use of private speech in early years settings from my PhD findings and b) Applying relational pedagogy and professional love to early childhood intervention services

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Carolyn Blackburn presenting findings from her Churchill Fellowship

The full programme for the conference can be found here https://depts.washington.edu/isei/ISEI_Program.pdf. The next conference will be held in Sydney in 2019.

Rethinking Childhood Cluster: Dr. Susan Foster-Cohen

Dr. Susan Foster-Cohen is the Director of the Champion Centre and Adjunct Associate Professor at the University of Canterbury. She is engaged in active research into the outcomes of parent-partnership interventions at the Centre. She has also been a member of a research team at the University of Canterbury exploring the long-term outcomes of prematurity, with a particular focus on communication and language development. She has held academic positions in universities in the UK, USA, France and New Zealand and has published widely on language development in both pure and applied journals and books. Susan joined us in a joint venture between the Rethinking Childhood Cluster and the Family Health Cluster on the 6th June to talk about:

sue

Bio-psycho-social consequences of premature birth: family and professional partnerships in early intervention

The short, medium and long-term impacts of premature birth on the infant, the mother, the family and their educational and social communities are the active subjects of research in a number of academic fields. Such research is revealing trends and likelihoods of developmental, educational, mental health and social consequences of prematurity that can, and must, be addressed in early intervention. Particularly difficult, however, is predicting which children will have which, or any, lasting consequences of their prematurity. This presents a challenge for health, education and social welfare practitioners to translate the research evidence into the best support for each child, the families that raise them, and the teachers that educate them. Susan’s talk reviewed the bio-psycho-social consequences of premature birth and then describde the multi-disciplinary support provided to children born prematurely, their families and their teachers at The Champion Centre in Christchurch, New Zealand. It focused on the challenges encountered in assessment, monitoring, and intervention; and the importance of developing families as ‘advocates for life’ for their children.

Approximately 50 – 60 delegates attended from across the country and from diverse disciplines including collaborative partners from BLISS charity and Birmingham Children’s Hospital. Positive feedback from delegates included comments such as:

“Thank you for organising this excellent event.  So much useful information for teaching and for my book. Also useful networking, I do hope that Barbara and I move our research idea forward. Thank you also for the delicious lunch.” (an HE Senior Lecturer in Early Childhood)

“Thank you for inviting us to the talk yesterday it was really fascinating. It was also fantastic to hear about the amazing programme Susan runs in New Zealand, I thought it really complemented some of the things Bliss believes in like having the family at the centre of the babies care.” (A charity Research Manager)

As a practising independent midwife, I found the event very illuminating. I will be using the knowledge gained (and revisited) in my work; especially in the postnatal period.

I focus on ‘growing and birthing healthy babies’. In this timely space, I place a large emphasis on supporting mothers (and their partners) to realise the critical importance of the antenatal period, enjoying good diet, exercise, and managing positive energies etc.

I look forward to the video and sharing this with my team. (a Mimosa Midwife)

What an excellent event, ands such a wonderful presentation I was like many in the audience bowled over and learnt such a lot.. Id be very happy to get involved in any future/potential research with BCU , around this field (health practitioner from Birmingham Children’s Hospital)

 

Dr. Foster-Cohen said of her visit to the UK:

“A true highlight of my trip was my visit to Birmingham City University and the chance to present my research work in prematurity and the model of professional service delivery for premature infants at the Champion Centre.

I was very impressed with the wide range of professional backgrounds in the audience that attended the lecture and extend my thanks to Dr. Carolyn Blackburn, my host, for promoting the importance of the path that premature infants take from the prenatal stage through early childhood. The questions at the lecture and the discussion afterwards over lunch made it clear that there is considerable intelligent interest in the needs of young children at BCU and a genuine contribution that I can make to the courses and training that it offers.

Dr. Blackburn’s visit to the Champion Centre on her Winston Churchill Travelling Fellowship last year has opened up significant opportunities for collaborative research between us and I look forward to building on this first exchange of visits in the future.”

 

Meet the Team – Mary-Rose Puttick

Name: Mary-Rose Puttick

MR

Role at BCU: PhD Student / Assistant Lecturer

Research Interests:

  • Issues faced by refugees / asylum seekers which influence marginalization / integration
  • Inter-cultural communication with second-language parents around U.K. legislation such as Safeguarding, FGM, and Prevent
  • Complex identities of culturally-diverse migrant mothers attending Family Learning classes
  • Empowering second-language parents with low-literacy skills in their first language by drawing on alternative cultural ‘literacies’

Research you are currently working on: I am currently working on my PhD in which I am exploring the concepts of identity and community from the perspective of culturally-diverse, second-language mothers in Birmingham Family Learning classes. Within this I’m also looking at the impact that the government’s Prevent strategy has had on these women. I am aiming to volunteer with some of these groups and to explore creative methods to represent their voices, drawing upon their trajectories and cultural histories.

Research methodologies you are using: At the moment I’m exploring some creative methodologies such as Laurel Richardson’s crystallization process as a way to incorporate the voices of parents from different countries in diverse ways which may be more fitting to their cultural traditions and histories such as oral testimonies, poetry, as well as other art forms

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Current issues, thoughts and reflections on education & research: The experiences I have gained in teaching ESOL/Family Literacy in adult/community education for the past 12 years has really stimulated my interest in the complex identities of individuals from diasporic communities and how these can be influenced by wide-ranging social, political and cultural factors from the different countries in which they have lived. These factors can create inclusion and exclusion within and between cultural groups. I’m hoping that by carrying out research into this area, it will help to produce some practical outcomes in different educational contexts, such as improving communication strategies between schools and second-language parents, and providing Family Learning classes which are more tailored to the specific needs of different cultural groups.

Most influential research you have read/seen: I’ve recently read two books by Irene Gedalof and Fatema Mernissi which both originated from their PhD theses and which have been really inspiring in directing me with my current research. Gedalof’s ‘Against Purity’ focuses on the imbalances of white Western feminism in terms of gender with other forms of difference such as race, ethnicity, and nation and points to the consideration of multiple factors by Indian feminists in considering the identities of women from diasporic communities. Fatema Mernissi was a Moroccan feminist and sociologist. I’ve read one of her books so far ‘Beyond the Veil’ which questions predominant discourses of Islam being the main cause of oppression for Muslim women and focuses instead on the political manipulation of religion.

Advice for new researchers: One of my supervisors advised me to write regularly, even very rough drafts. I have found this really useful in helping me to keep track of what I’ve been reading and to get into the habit of frequent critical/analytical writing.

Mini fact about you: Some of my favourite things to do are: cycling, yoga, charity shopping, art galleries, and visiting my family in San Diego.

Meet the Team – Shannon Ludgate

Name: Shannon Ludgateshan

Role at BCU: PhD student and Assistant Lecturer in Early Years

Research Interests:

  • Touchscreen technologies
  • Young children in early years
  • Social learning
  • Activity Theory
  • Teaching and Research relationship

Research you are currently working on: I am currently working on my PhD, which looks at young children’s experiences using touchscreen technologies in early years settings. This study focuses on children aged three and four years old.

Research methodologies you are using: My research has taken a mixed-methods approach to collecting data. By researching in this way, it has enabled me to collect quantitative data through an online survey and observations, alongside qualitative data from interviews and observations of young children’s uses of touchscreen technology.

This was done through a multi-case study approach, which allowed for a comparison within and against other case studies in the study.

Advice for new researchers: Considering I see myself as an organised person, I would suggest that new researchers, particularly those doing PhDs to get on top of organisation. Planning is essential in order to have a structure, and to give you a clearer idea of how your time might pan out. That being said, be flexible too – you do not know what might happen from one month to the next, so be prepared for set-backs.

Be passionate and enthusiastic about your research – let your interests lead you to where you research. Don’t be afraid to do something new!

Mini fact about you: I am the only left-handed, red-headed person in my family. I am a statistical anomaly with blue eyes and red hair.