Clippings: Connecting and sharing
Clippings: Our CLIP RTG events programme
We are delighted to have launched this series of research and scholarship related events to celebrate the work of the Culture, Literacies, Inclusion, and Pedagogy (CLIP) Research and Teaching Group and to create a suite of resources that we can use to share our research and teaching initiatives with others.
Clippings is an exciting, accessible programme of monthly engagement events that launched in October 2022.
Clippings showcases our CLIP work with lots of different audiences. The great thing about these events is that they take lots of different formats. These are in-person events, sometimes online, and often hybrid. Our events are open to all.
Have an event idea?
Do get in touch if you would like to be involved in a planned Clippings event or if you have an idea for a Clippings session that you’d like to discuss. We welcome involvement from CLIP partners and friends.
You can email us at: Nicole Smith nicole.smith@glasgow.ac.uk and Elizabeth Nelson elizabeth.nelson@glasgow.ac.uk
You can follow the Clippings event series via this website or through social media channels, using #UofGClippings.
Looking forward to seeing you at a future event!
Nicole and Libby
Find out more about our #UofGClippings programme.
Clippings is supported by the Culture, Literacies, Inclusion, and Pedagogies (CLIP) Research and Teaching Group, School of Education, University of Glasgow.
Upcoming Clippings
Bringing Disorder to the Metropolis: Immigrant Children in Fantastic London
Bringing Disorder to the Metropolis: Immigrant Children in Fantastic London
Wednesday 20th November 3-5pm
Room: 425b St Andrew’s Building
Talk details
Literary London in the second half of the twentieth century is home to a small, well-meaning Andean Bear, whose status as human/animal, English/Peruvian and child/adult remains ambiguous throughout the nearly-70 years we’ve known him. It’s also home to several communities of Borribles, children who refuse to grow up and survive on theft and stories and face a constant threat of being captured by the police and having their pointy ears clipped. And then there are the immigrant teenagers of Farrokh Dhondy’s short fiction, who inhabit a less fantastical world (except that one of them has a harrowing encounter with AI, and another is probably a ghost). What, if anything, do these childlike figures have in common?
The Second World War and the beginning of the long, slow process of decolonization saw a shift in the focus of British children’s literature. It was no longer possible to look outward towards a vast and claimable world; instead, attention shifted towards the domestic space of the British Isles. Yet the same period saw unprecedented immigration to Britain from its colonies, and a changing discourse around the construction of the figure of the migrant, within which race was a key component so that, as Wendy Webster notes, “in place of the vision of Britain bringing order to the colonies, Black and Asian Commonwealth migrants were portrayed as bringing disorder to the metropolis”.
So how does British children’s fantasy address this change? Through a discussion of Michael de Larrabeiti’s Borrible trilogy (1975-1986), Michael Bond’s Paddington books (1958-2018), and Farrokh Dhondy’s Trip Trap (1984), I embed these disruptive child figures in the discourse of immigration, and try to make sense of their negotiations with that discourse.
Speaker Biography
Dr Aishwarya Subramanian is an Associate Professor of English at O.P. Jindal Global University in Haryana, India, researching children’s literature, fantasy, space and borders, and post-imperial nationalisms. She’s also a reviews editor, and occasional podcaster, with Strange Horizons.
Please register here:
https://app.tickettailor.com/events/universityofglasgow23/1440680
Book Launch: The International Companion to Scottish Children's Literature
Date: 21st November 2024, 17:00-19:00
Location: Student Common Room, St Andrew’s Building, 11 Eldon Street, Glasgow G3 6NH
The School of Education at the University of Glasgow is delighted to host the launch of The International Companion to ScottishChildren’s Literature – the first collection of its kind.
Ian Brown, Thomas Owen Clancy (series editors), Maureen A Farrell, and Robert A Davis (volume editors) wish to invite you to join us for the launch event.
This will be a chance to hear a few words from the editors and to meet some of the contributors. Copies of the book will also be available at a discounted price.
The event will be free and open to all, and will take place in the Student Common Room of the St Andrew’s Building and refreshments will be served. In order to assist with catering we would be grateful if you could register for the event using the link below or the QR code also provided below.
https://buytickets.at/universityofglasgowschoolofeducation/1449040
Reimagining Realities: Diversity and Representation in Children’s Literature
Reimagining Realities: Diversity and Representation in Children’s Literature
Thursday 5th December 4-6pm
Room: 213 St Andrew’s Building
https://www.tickettailor.com/events/universityofglasgow23/1440645
This thought-provoking event brings together three leading voices in children’s literature - Farrah Serroukh, Darren Chetty, and Karen Sands-O’Connor - to explore the importance of racial diversity and inclusive representation in the stories we tell young readers. Through two insightful talks, attendees will explore key themes around racial diversity and inclusivity in children's books, spanning from classic literature to contemporary works. The session will conclude with a discussion - chaired by Professor Melanie Ramdarshan Bold - where audience members can engage with the speakers and the issues raised in more depth.
Talk 1: Reflecting Realities in the Book Corner
Speaker: Farrah Serroukh
Farrah Serroukh, Research and Development Director at CLPE, will discuss the rationale and context that informed the initiation of CLPE’s annual Reflecting Realities Survey. Attendees will have the opportunity to learn more about the findings by contemplating the implications of the headline figures, as well as the patterns and insights from the qualitative data generated. Through the exploration of the data and themes attendees will be introduced to key considerations for determining some of the defining features of high quality ethnically representative and inclusive literature. In considering what it means to reflect realities within children’s literature, the session will touch on the implications for classroom book stock and provision.
Speaker Biography
Farrah Serroukh is the Research and Development Director at the Centre for Literacy in Primary Education (CLPE). Throughout her career, Farrah has always been committed to amplifying marginalised voices and keenly advocated for inclusive practices both within and outside of the education sector. She is responsible for leading on the research and development strand of CLPE’s work which informs the design, development, and delivery of the charity’s professional development programme. She is the author of the CLPE’s annual Reflecting Realities Survey and leads on the ground-breaking and award-winning work in this area.
Talk 2: Inside, Outside and Beyond the Secret Garden: Racial Diversity in Children’s Literature from the ‘Classics’ to Now
Speakers: Darren Chetty and Karen Sands-O’Connor
British children’s literature has traditionally been coded as being by, for and about white people. Racial hierarchies established and strengthened during the British Empire, when children’s books became cheaper and more widely available, became normalised throughout British society, including in books for young people. However, the centrality of the white character did not mean that other people were not represented. This conversational lecture discusses the ways that British Empire children’s literature depicted Black and Brown people—and why and how those depictions still matter.
Speaker Biographies
Dr Darren Chetty is a Welsh Indian South African Dutch writer, and a specialist in Philosophy for /with Children (P4/wC). He teaches at University College London, having taught in primary schools for over twenty years. He contributed to the best-selling book The Good Immigrant (Unbound) with a chapter entitled ‘You Can’t Say That! Stories Have to Be About White People’. For younger readers, Darren co-authored, with Jeffrey Boakye, What Is Masculinity? Why Does It Matter? And Other Big Questions (Wayland) and contributed to The Mab: Eleven Epic Stories from the Mabinogi, edited by Matt Brown and Eloise Williams. Darren has previously judged the Blue Peter, YA, CLiPPA, The Week Junior, The Little Rebels, and BookTrust Lifetime Achievement awards. He provided training for the Carnegie judges and advises on the CLPE Reflecting Realities and Penguin / Runnymede Trust Lit in Colour projects. His first picture book I’m Going To Make A Friend, illustrated by Sandhya Prabhat, will be published in the UK and US in 2025.
Professor Karen Sands-O’Connor is a visiting professor in the school of education at the University of Sheffield. An internationally-recognised expert on Black British children’s literature, she works with national organisations, including the Centre for Literacy in Primary Education (CLPE), the Chartered Institute of Library and Information Professionals (CILIP) and the British Library on issues of diversity. In 2022, she created the UK’s first major exhibition on children’s books and Black Britain, Listen to This Story!, which opened in Newcastle and is currently touring the UK. Her publications include British Activist Authors Addressing Children of Colour (Bloomsbury 2022), winner of the Children’s Literature Association Honor Book Award. She contributes to the CLPE’s Reflecting Realities reports and is developing a study centre in Diverse Children’s Literature. She was British Academy Global Professor of Children’s Literature between 2019-24 and spent a year as Leverhulme Fellow working with the UK’s National Centre for Children’s Books, Seven Stories.
Since 2018, Darren and Karen have written a regular column for Books for Keeps examining racially minoritised characters in children’s literature, entitled 'Beyond the Secret Garden'. A book based on the column will be published by the English Media Centre in 2025.
Please register here:
https://www.tickettailor.com/events/universityofglasgow23/1440645
Visiting academic: Dilara Özel Sen
We would like to invite you to join a Clippings presentation given by Dilara Özel Sen, Ph.D.
3:30-4:30pm on Tuesday 3rd December
Location: Room 517a, St Andrew’s Building
No registration required.
Dilara is a visiting academic with the UNESCO Chair on Refugee Integration through Education, Language, and Arts (RIELA). She graduated from the Guidance and Psychological Counseling program at Boğaziçi University in Istanbul and completed her master’s and Ph.D. in the same field at Middle East Technical University (METU), Ankara, and is currently a TÜBİTAK postdoctoral research fellow. In her Clippings presentation, Dilara will discuss her PhD research on adapting UNESCO’s Learning to Live Together peace education program for fourth-grade students in a refugee-receiving school in Turkey. Having developed strong expertise in the Turkish refugee context, Dilara is now expanding her perspective by exploring refugee integration approaches in diverse countries and contexts while at Glasgow. Her aim is to understand the key challenges and needs associated with refugee integration and, by collaborating with scholars at Glasgow, to deepen her understanding of effective strategies.
Please do come along to hear about Dilara’s research and welcome her to Glasgow!
Previous Clippings
UNESCO RIELA Online Spring School
UNESCO RIELA Online Spring School
7th - 11th October 2024
Online
WORD SPRINGS
What happens when words fail?
Where do new words lead us?
How do words give us a spring in our step?
What are the words for words and the words for spring in many languages?
How can words be a springboard?
How do words describe spring as now?
Where is the refuge in words?
Who makes refuge in words?
What do spaces and silences offer?
Where are the word springs, the sources of newness?
How can words spring us into action?
When do words well up?
How can words work miracles?
The UNESCO Chair in Refugee Integration through Education, Language, and Arts is working on five key ideas. One of those is “enhancing and replicating models for refugee integration by intentional multilingual learning with refugees and with new host communities, in order to foster creativity, diversity of cultural expressions and intercultural capabilities”.
This year, the UNESCO RIELA Spring School links to that idea and focuses on words and languages, on communication and on discourse, on repertoires and on silence. We have curated sessions that explore, showcase, celebrate, experiment, teach and share integration practices and research that have language at their heart.
Together we will find out more about intercultural communication, about language hierarchies, about discourse and changing meanings of words. We will learn about new words and language learning, about language loss, about language revival and about multilingual integration processes. We will hear the word ‘welcome’ in many languages, but we will also explore what it means when words fail us. We will learn about the power of poetry, of words that comfort, of the solace of silence. We welcome the languages of music, of dance, of theatre.
At this year’s Spring School, we will examine our words and work with all of our languages and repertoires, or ways of finding meaning and making meaning together. We share with you sessions that bring in linguistic creativity and diversity to inform or learn from multilateral integration and intercultural initiatives.
SUB-TOPICS
- Intercultural capabilities, cultural expressions and linguistic diversity
- Language hierarchies, discourse, meaning making and meaning changing
- Language learning, language loss and language revival
- Silence, words of comfort and finding words
- Intercultural communication through the art
FURTHER INFORMATION
https://www.gla.ac.uk/research/az/unesco/events/springschool/onlinespringschool2024/
All are welcome. Registration required.
The Instantiation of Narrative in Picturebook Forms
The Instantiation of Narrative in Picturebook Forms
In-person seminar, Advanced Research Centre (ARC), room 237C
14th October 2024, 16:00-18:00 (UK time)
Description:
Narratives have been instantiated across an array of materials, media, and modalities, including oral storytelling, film, novels, tapestries, comics, theater, and children’s picturebooks for centuries. In addition, narrative picturebooks come in many different forms, contain a variety of modalities, primarily written and oral language, visual images, and design elements, and are produced using an array of material and production technologies. Similar to the continuing evolution of narratives in general, narrative picturebooks are part of an extended history of visual and multimodal communication and have been instantiated as printed codices, moveable or pop-up books, volvelles, electronic books, and as digital and augmented reality software applications. As narratives instantiated in picturebook forms continue to evolve, children’s literature scholars need to explore a wider range of theoretical foundations, including semiotics, multimodality, narratology, and ideological aspects of literary phenomena. This seminar will examine how narrative picturebooks are embedded in an array of social, cultural, and literacy practices, specifically the syntactical, modal, compositional, mediational, material, technological, historical, and sociocultural aspects of the instantiation of narrative in picturebook forms.
Professional Bio: Frank Serafini
Frank Serafini is a Professor of Literacy Education and Children’s Literature at Arizona State University. Frank has published over 100 peer-reviewed journal articles in the field of literacy education, multimodality, and children’s literature. His latest book entitled Beyond the Visual: An Introduction to Researching Multimodal Phenomena was published in 2022.
Frank has been an elementary classroom teacher, a literacy specialist, and an educational consultant for the past twenty-five years. Frank has garnered numerous awards for his teaching and scholarship including the Distinguished Professor of Children’s Literature from the International Literacy Association, the Dina Feitelstein Research Award from the International Literacy Association, and the Distinguished Educator Award from the International Visual Literacy Association.
Frank’s current research projects include visual and multimodal research designs, the history of picturebooks, the instantiation of narrative in multimodal forms, and the complex relationship of words and images in children’s literature.
Plurilingual wellbeing in context: Understanding ourselves to understand others
Plurilingual wellbeing in context: Understanding ourselves to understand others
23rd September 2024 at 14:00-17:00
In the Hunterian Art Gallery, room 103LT
Are teachers plurilingual? Should they be? Are they aware of their plurilingual status? Do teachers call upon their own language resources to teach plurilingually? Do teachers really believeinplurilingualism? What relationship do teachers have with their own languages? Is this important? How can we help teachers step out of their comfort zone?
This workshop addresses these issues by referring to teachers' plurilingual wellbeing. This concept is defined as the result of becoming aware of and valuing the potential of one’s own language repertoire and feeling comfortable with using it in a variety of personal and professional contexts. Rooted in research and experiences on the beliefs of teachers with regards to plurilingual education and also in the field of positive psychology and wellbeing, studies point to how fostering plurilingual wellbeing among teachers will greatly benefit their teaching practices and ultimately their students’ learning.
The workshop will also look at the ECML project ‘Fostering the plurilingual wellbeing of language teachers’ which works with teachers for teachers by designing plurilingual wellbeing oriented tools and brings together teachers from all over Europe. Finally, we shall also explore ways in which teachers can experiment with languages by referring to COIL as a pedagogical tool which may encourage plurilingual wellbeing.
Speaker bio:
Dr Caterina Sugranyes is a Lecturer in Additional Languages Didactics and Education at the Faculty of Psychology, Education and Sport Sciences Blanquerna at the Ramon Llull University in Barcelona. She is the leading researcher of the area of research of languages and language didactics of the Research group GREDA (Education, Didactic and Learning) at the FPCEE. She is currently also the coordinator for International Relations for the Education degrees. She has worked as a lecturer in English, Translation and Interpreting at the University of Vic, Barcelona and has also worked as an English and French language teacher in primary and secondary schools across Europe, South America, Pakistan and India. She works together with teachers and schools and her research focuses on the use and visibility of pupil's' own languages at schools as a way of encouraging overall plurilingual wellbeing at school.
Book tickets here: https://www.ticketsource.co.uk/university-of-glasgow-education/plurilingual-wellbeing-in-context-understanding-ourselves-to-understand-others/2024-09-23/14:00/t-zzajprp
The opportunities and challenges of multiculturalism and multicultural education - Richard Race seminar and book launch
Richard Race seminar and book launch: The opportunities and challenges of multiculturalism and multicultural education
Wednesday 27th March, 3.30 – 5.00 pm, in Room 432, St Andrew’s Building.
For catering purposes, please register your attendance here: Richard Race event
Richard Race's seminar will analyse how multicultural education is still contemporary and relevant within educational practice. By examining domestic and Intenational perspectives e.g., James Banks and Sonia Neito, theories and modules of multicultural education will be discussed. If cultural diversity is our greatest strength, how do we prepare professional practitioners to deliver a multi rather than a mono cultural curriculum in our schools and universities? The seminar will be followed by the launch of two of Dr. Race's books, Multiculturalism and Education (3rd edition, 2024), and an edited collection, Evolving Dialogues in Multiculturalism and Multicultural Education (2024), both with Open University Press.
As part of the event Dr Nighet Riaz, the Equality, Diversity and Inclusion Policy Advisor for the University of Glasgow has kindly agreed to provide input on her role in the University.
About the Author
Dr. Richard Race is Senior Lecturer in Education at Teesside University, England and Visiting Professor Sapienza University, Italy. Richard is a current member of the Executive Board of the Society of Educational Studies and Editorial Board Member of the British Journal of Educational Studies. He was elected by membership onto BERA Council and was also a member of BERA Conference and Events Committee (2015-2023). Moreover, he has been co-convenor of the Postgraduate PIN with the Society of Research into Higher Education since 2007.
Looking into socially relevant picturebooks event
Looking into social relevant picturebooks event
23rd April 2024, 14:00-16:00 UK time and online
Room 337, St Andrew's Building, University of Glasgow
Register here: https://buytickets.at/universityofglasgow15/1198836
Join us for this hybrid* event featuring an online talk by Mark McGlashan (Birmingham City University) followed by an in-person talk by Izaskun Elorza (LINDES, University of Salamanca; CLIP Associate, University of Glasgow).
*Online participants will be sent the Zoom link after submitting their registration. The link can be found at the bottom of your online ticket. The event is being held from 2:00 pm till 4:00 pm GMT time zone.
Tea and coffee will be served at this event.
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Same-sex parents in children’s picturebooks: examining representations using corpus-assisted multimodal critical discourse analysis
Mark McGlashan, Birmingham City University
Children’s picturebooks featuring same-sex (lesbian and gay) parents/caregivers have been historically rare yet extremely controversial – in their short history of publication they have become some of the most requested-to-be-banned books of modern times. Despite there being few of these picturebooks in existence, frequent and consistent requests have been made to ban books such as And Tango Makes Three (a true story about two male penguins who ‘adopt’ a lone egg in New York Central Zoo) and King and King (a fairy tale about two princes getting married).
This talk begins by outlining some of the relationships between language, gender, sexuality, childhood, and children’s literature in relation to picturebooks featuring same-sex parent families (SSPFs) before discussing corpus-assisted multimodal critical discourse analysis as an approach to the analysis of a corpus of over 50 picturebooks, including a discussion of methods for interpreting multimodal collocation, which I call collustration. Following this, findings are discussed which concentrate on the discursive constructions and representations of parenthood, family, and gay and lesbian sexualities with reference to the wider social situation of gay and lesbian people. Findings suggest that the representations of SSPFs in this picturebook corpus are underpinned by discourses of homonormativity (Duggan 2002; 2003) and attempt to position families with same-sex parents as ‘a different kind of family’ rather than as something radically different from families with heterosexual parents.
References
Duggan, L. (2002). The new heteronormativity: the sexual politics of neoliberalism. In: R. Castronovo & D. D. Nelson (eds.). Materializing Democracy: towards a revitalized cultural politics. Durham, NC: Duke University Press. pp. 175–194.
Duggan, L. (2003). The Twilight of Equality? Neoliberalism, Cultural Politics, and the Attack on Democracy. Boston, MA: Beacon Press.
Mark McGlashan is Senior Lecturer in English Language at Birmingham City University. Mark’s research interests predominantly centre on the synthesis and application of methods from Corpus Linguistics and (Critical) Discourse Studies to study a wide range of social issues, and his recent work has focussed on relationships between language and abuse. This work includes examination of children’s online disclosures of abuse, improving linguistic safeguarding solutions in industry as Academic Supervisor on an Innovate UK funded Knowledge Transfer Partnership with Senso.cloud, and collaboration with the MANTRaP (Misogyny and The Red Pill) project team to investigate abusive language used within the ‘manosphere’. Mark is co-editor of Toxic Masculinity: men, meaning and digital media (Routledge, 2023) and The Routledge Handbook of Discourse and Disinformation (Routledge, 2023).
For more information about Mark: https://www.MarkMcGlashan.com/
Looking at socially relevant characters in picture books from a broad perspective
Izaskun Elorza, University of Salamanca (LINDES Research Group) & University of Glasgow (Associate to CLIP)
The last decades have seen an unprecedented increase in the publication of picture books focussing on socially relevant themes, such as non-conforming gender identities or migration, many of which are used for addressing critical literacy, social justice or diversity. It is generally agreed that having a deep understanding of the narrative resources employed by writers and illustrators will allow teachers to be better equipped for class discussions that can foster readers’ engagement from a critical perspective. In this talk, I will look into how different socially relevant characters are represented from a multimodal discourse analysis perspective that can be useful to connect more narrowly character representation features with critical discussion topics.
This talk focuses on how picture books represent characters as social actors in non-conforming male narratives, as well as in narratives of migration. I will start by exploring the concept of social actor as a type of collective identity, and how it is represented visually and verbally in picture books and will present my model of character representation (Elorza 2022, 2023). This approach stems from descriptive linguistics in its attempt to find regular patterns in the way we use language, also for literary representations, so that generalisations can be made about how discourse is constructed multimodally to talk about socially relevant topics in different genres. Building on Halliday’s conception of language as a social semiotic, a variety of models have been developed in the last decades, notably drawing from Kress and Van Leeuwen’s model of a ‘social visual grammar’, so I will situate the model of character representation in relation to other approaches. In the second part of the talk I will explore a variety of examples taken from non-conforming male gender and migration narratives, to illustrate how this approach can help gain a better insight into how socially relevant characters are represented in picture books, and how multimodal discourse analysis can be used as a bridge between the text and the critical discussions in the classroom.
References
Elorza, I. (2023). Gender-inclusive picture books in the classroom: A multimodal analysis of male subjective agencies. Linguistics & Education 78 (2023) 101242. https://doi.org/10.1016/j.linged.2023.101242
Elorza, I. (2022). Ideational construal of male challenging gender identities in children’s picture books. In Moya-Guijarro, A. J. & Ventola, E. (eds.). A Multimodal Approach to Challenging Gender Stereotypes in Children’s Picture Books. Routledge, 42-68.
Halliday, M. A. K. (1978). Language as social semiotic: the social interpretation of language and meaning. Edward Arnold.
Kokkola, L. & Van den Bossche, S. (2019). Cognitive Approaches to Children's Literature: A Roadmap to Possible and Answerable Questions. Children's Literature Association Quarterly 44 (4), 355-363.
Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.
Painter, C., Martin, J., & Unsworth, L. (2012). Reading visual narratives: Image analysis of children’s picture books. Equinox.
Izaskun Elorza is Associate Professor in English Language and Linguistics at the University of Salamanca, and Associate to CLIP (School of Education) in the University of Glasgow for 2023-2024. Izaskun leads the Research Group of Linguistic Descriptions of English (LINDES) of the University of Salamanca. She is concerned with the representation of socially relevant themes in discourse from the perspective of systemic functional linguistics and multimodal discourse analysis, and her recent work (Elorza 2022, 2023) delves into the multimodal characterisation of non-normative male protagonists in children’s picture books. Izaskun is now working on refining a model for analysing character representations in picture books as part of the Project: Children’s picture books about migration: Multimodal analysis and applicability in multicultural and multilingual environments (MIAMUL) (Project PID2021-142786OB-100 funded by MCIN/AEI/10.13039/501100011033 and by “ERDF A way of making Europe”).
More information about Izaskun at: https://lindes.usal.es/ and at https://miamul.es
Radical Pedagogies in Higher Education and Community Learning
Radical Pedagogies in Higher Education and Community Learning
Organisers: Teresa Piacentini, Denize Ortactepe Hart, Dan Jordan, and Tina Behskenadze
Date: 21st May 2024, 10:00-14:00
Venue: The ARC, University of Glasgow
Abstract Deadline: 1st April 2024
This event aims to connect research and researchers practicing or interested in developing radical pedagogies, exploring what this means in practice and how we can use radical pedagogies to delve into the root of learning and challenge normative ways of knowing, being and relating. To help locate what we mean in relation to your practice, we define radical pedagogies broadly, encompassing transformative approaches such as anti-oppressive, social justice-oriented, anti-racist, activist, decolonial, and anti-colonial methods.
Abstracts of up to 250 words are invited, please see the detailed CfP below for further detail and the link to submit abstracts to.
Call for Abstracts link (accessed by University of Glasgow only)
Registration details to follow.
“Not your mom, teacher”: How intensive mothering shaped attitudes toward remote learning.
Parent engagement webinar
20th March at 15:30 GMT/11:30ET
“Not your mom, teacher”: How intensive mothering shaped attitudes toward remote learning.
Talk by Dr. Jessica Calarco, Associate Professor at the University of Wisconsin-Madison.
By summer 2020, some parents—disproportionately affluent and white parents—were calling for schools to reopen, despite the continued threat of Covid-19. Efforts to explain these patterns have tended to focus on variations in families’ concerns about Covid-19 infections. Yet, given how approaches to parenting and parental involvement in schooling vary along socioeconomic and racial lines, and given how “intensive” parenting amplifies parental (and especially maternal) guilt and stress, there is also reason to suspect that the logics parents applied to remote learning shaped their experiences with and thus their preferences regarding the continuation of remote school. We investigated this possibility using data from 66 mothers of school-aged children, of varying socioeconomic status backgrounds, who completed in-depth interviews and/or wrote diary entries about their experiences with pandemic parenting between April 2020 and April 2021.
We found that mothers who took a more intensive approach to remote learning—prioritizing their children's academic achievement over other concerns and investing considerable time and energy in academic activities—experienced more role conflict around remote learning and thus burned out more quickly, leading them to be more interested in a rapid return to in-person school. We discuss the implications of these findings for research on intensive mothering, role conflict, burnout, and inequalities in health and education in the context of Covid-19.
Jessica Calarco is an Associate Professor of Sociology at the University of Wisconsin-Madison, an expert on inequalities in family life and education, and the author of the forthcoming book Holding it Together: How Women Became America’s Social Safety Net (Portfolio/Penguin, 2024). Her previous books include Qualitative Literacy: A Guide to Evaluating Ethnographic and Interview Research (with Mario Small), Negotiating Opportunities: How the Middle Class Secures Advantages in School, and A Field Guide to Grad School: Uncovering the Hidden Curriculum.
Please register here https://bit.ly/ParentEngagementWebinar3
Event recording
Lessons Learned from Research on Systematic Parent Engagement
February 21st at 4pm GMT/11 ET
Please register here https://bit.ly/ParentEngagementWebinar2
In her webinar, Professor Debbie Pushor (University of Saskatchewan) will briefly describe the study she undertook on systematic parent engagement in an elementary and a secondary school in Saskatchewan. She will then highlight some of the key lessons learned from that study regarding school leadership, teacher education, staffing of schools, who schools serve, use of the school building, and the positioning of parents on the school landscape. Debbie believes with the systematic engagement of parents and families in schools we can transform them from their current schoolcentric approach to one that is familycentric.
Debbie Pushor, PhD, is a mother of three adult sons, Cohen, Quinn, and Teague, and a former public school teacher, consultant, principal and central services administrator. Debbie completed her PhD at the University of Alberta, Canada. She is currently Professor Emerita, University of Saskatchewan, in Saskatoon, Canada.
In her 25 year program of research, Debbie has engaged in narrative inquiries into parent engagement and leadership, a curriculum of parents, parent knowledge, and systematic parent engagement. In her undergraduate and graduate teaching, Debbie’s life work has been to make central an often absent or underrepresented conversation about the positioning of parents in relation to school landscapes. With cohorts of graduate students, Debbie has: • Published two books: Portals of Promise:Transforming Beliefs and Practices through a Curriculum of Parents Living as Mapmakers: Charting a Course with Children Guided by Parent Knowledge • And has a third book in press: Fires of Change: A Year of Systematic Parent Engagement. • Produced a video series: Care as a Bridge Between Us: Living a Philosophy and Pedagogy of Parent and Teacher Engagement • Produced a podcast series: School Interrupte.
If you are interested in learning more about Debbie’s work, please visit her website at https://www.debbiepushor.ca/
Event recording
Parent and Family engagement: What we know, what we haven’t done, where we’re going
Parent and Family engagement: What we know, what we haven’t done, where we’re going
24th January, 4-5pm on Zoom
Parent and Family engagement: What we know, what we haven’t done, where we’re going
This talk will examine the research base underpinning work with families and communities, including the work in Wales around community focused schools. It will also look at why, after so many years of research, we are still struggling to put such measures in place – and look at some of the possible solutions.
Janet Goodall is a Professor of Education at Swansea University, in the Department of Education and Childhood Studies – she is also the PGR lead for the Faculty of Humanities and Social Sciences. Most of her work in the recent past has centred around parents’ engagement in learning, both in supporting work with schools, local authorities and third sector organisations, and in problematizing the field within the academic literature.
Event recording
Selecting and recommending Non-fiction picturebooks through CLPL opportunities
An enlightening day for exploring non-fiction picturebooks with insightful presentations, an engaging Scavenger Hunt, and book talks.
At the Advanced Research Centre (ARC), Studio 2, University of Glasgow, 11 Chapel Lane Glasgow G11 6EW
Non-fiction picturebooks are extraordinary windows and doors to the world's wonders, weaving history, science, cultures, real-life narratives, and the magic of exploration into their pages. Beyond knowledge and facts, non-fiction picturebooks, through words and images, build a bridge of conversations for readers of all ages to foster their understanding, compassion, curiosity, and love of the world.
We invite you to join us for an enlightening day dedicated to the exploration of non-fiction picturebooks. This event will include insightful presentations, an engaging Scavenger Hunt, and book talks. Our speakers will share the latest research and educational practices related to non-fiction picturebooks. The interactive book talks will invite you to explore the ways in which non-fiction picturebooks open windows to a vast world of knowledge and inspiration.
*Participants are encouraged to bring along a non-fiction picturebook that you'd like to share and discuss with fellow enthusiasts.
*Anyone who shares an interest in non-fiction children’s literature is warmly welcomed to attend.
*Please note that this is an in-person event, and the event is free with tea and coffee provided. This event is sponsored by the School of Education’s Clippings series.
Schedule
10:30-10:55 Tea and Coffee
10:55-11:00 Welcome
11:00-11:30 Presentation 1: Listen to the Universe! A science/children's literature collaboration- Dimitra Fimi
11:30-12:00 Presentation 2: From exalted saints to trailblazing rebels: A whistle-stop tour of children’s biographies about women from the 16th century to the present day- Louise Couceiro
12:00-12:30 Non-fiction Scavenger Hunt
12:30-13:30 Lunch Break
13:30-15:30 Book Talks from participants
15:30-16:00 Presentation 3: Sharing and recommending Non-Fiction picturebooks through CLPL opportunities- Pauline Bird
16:00-16:30 Presentation 4: Looking at the Moon through children's eyes: a multilingual perspective- Sally Zacharias
16:30- Closing Remarks
Plenary speakers
Dimitra Fimi is Professor of Fantasy and Children's Literature and Co-Director of the Centre for Fantasy and the Fantastic at the University of Glasgow. She has published extensively on J.R.R. Tolkien, children's fantasy, and myth and folklore in literature. During the last five years she has worked with colleagues in STEM subjects on science communication projects for children.
Louise Couceiro is a postdoctoral researcher at the University of Oxford, undertaking ethnographic research investigating the relationships between equity, digital technologies and teaching and learning. She completed her PhD at the University of Glasgow, exploring how children responded to contemporary biographies about women.
Pauline Bird is a School Communities Manager at Scottish Book Trust - a national reading and writing charity. She is also a qualified primary teacher, leading on Scottish Book Trust’s national training and development programmes for learning professionals. She graduated with an MEd in Children’s Literature and Literacies from the University of Glasgow in 2020.
Sally Zacharias is a Lecturer in the School of Education and is course lead for the MEd/MSc Teaching English as a Second or Foreign Language programme. Her scholarship and teaching interests revolve around Language Awareness for teachers and multilingualism.
All are welcome.
Please register via Eventbrite: https://www.eventbrite.ca/e/celebrating-non-fiction-picturebooks-november-tickets-751557598007?aff=oddtdtcreator
Dwy Iaith, Reo Rua: An Exploration of Dual Language Picturebooks in Aotearoa New Zealand and Wales
Title: Dwy Iaith, Reo Rua: An Exploration of Dual Language Picturebooks in Aotearoa New Zealand and Wales
We are pleased to invite you to a talk on multilingual picture books on 11th of October, from 4-5.30pm
Presenters: Nicola Daly (University of Waikato); Siwan Rosser (Cardiff University)
Date and time: Wednesday, October 11th. 4pm-5.30pm
Venue: St Andrew’s Building
Abstract
Research has begun to unpack the complexity and potential impact of picturebooks featuring multiple languages with regard to reflecting, supporting and growing linguistic diversity in families and educational contexts (e.g., Domke, 2019; Haf, 2019; Naqvvi et al, 2013; Zaidi, 2020). Furthermore, studies (e.g. Vanderschantz, 2022) reveal how the design of dual language texts can uphold or subvert dominant language ideologies. In order to explore approaches to the function of dual language picturebooks in bilingual settings, we offer a comparative analysis of the range and variety of dual language picturebooks in two contexts of linguistic marginalization and recent revitalisation, Aotearoa New Zealand and Wales. Our findings indicate the different positioning of Cymraeg (Welsh) and te reo Māori in relation to English and suggest the need for further research on how children and adults respond to dual language picturebook formats in relation to their attitudes to language and language learning. Finally, we share our current research concerning the use of dual language picturebooks to support Welsh language learning in English medium schools.
Biographies
Nicola Daly is an Associate Professor in the Division of Education at the University of Waikato, Hamilton, New Zealand where she teaches courses in children’s literature and language learning and pedagogy. She is the Co-director of the Waikato Picturebook Research Unit. Her research focus is multilingual picturebooks and her recent publications can be found in The Linguistics Landscapes International Journal, the Journal of Multilingualism and Multiculturalism, and Children’s Literature in Education. She has been a recipient of several fellowships related to her research in children’s literature including a Fulbright New Zealand Scholarship (2019-2020); the Internationale Jugendbibliothek Fellowship (2017); the Marantz Picturebook Collection Fellowship (2016); the Dorothy Neal White Collection Fellowship (2014). She has also coedited several books including Daly, N., Limbrick, L. & Dix, P. (Eds.) (2018). Understanding ourselves and others in a multiliterate world.Trentham Press.
Siwan Rosser is senior lecturer and deputy head at the School of Welsh, Cardiff University and her research expertise focuses on Welsh literature for children and young adults. Since 2017, the findings of her review of Welsh books for children and young adults inform the Books Council of Wales’ strategy to support the children’s publishing industry, and her academic publications on topics such as translation and nationhood have established Welsh children's literature as a recognised and meaningful area of study. She has contributed chapters to publications such as Roald Dahl: Wales of the Imagination (ed. Walford Davies, 2016) and Didactics and the Modern Robinsonade (ed. Kinane, 2019). Her volume on nineteenth-century children’s literature and the concept of childhood, Darllen y Dychymyg (Reading the Imagination) (University of Wales Press, 2020), is the first monograph on Welsh literature for children and was awarded the Sir Ellis-Griffith Memorial Prize by the University of Wales and shortlisted for the Welsh Book of the Year Award 2021.
Please register via Eventbrite: https://www.eventbrite.co.uk/e/dwy-iaith-reo-rua-an-exploration-of-dual-language-picturebooks-tickets-732681799987?aff=oddtdtcreator
Chlidren's Cultures After Childhood - book launch
Date and time: 26th October, 3:30-4:40pm
Online on zoom. Please book via Eventbrite.
Online book presentation of Children’s Cultures After Childhood, edited by Justyna Deszcz-Tryhubczak and Macarena García-González. This book has been published by John Benjamins Publishing House and is formed by 13 chapters in which interdisciplinary researchers use new materialist concepts and approaches to explore intersections between cultural and childhood studies as well as other disciplinary fields.
The book presentation will take place on the 26th, 3:30-4:30 pm.
Eventbrite link to book your place: https://www.eventbrite.com/e/childrens-cultures-after-childhood-book-presentation-tickets-729741415217?aff=oddtdtcreator
Zoom link for the launch: https://uofglasgow.zoom.us/j/84829595281
Book link (It’s open access!): https://www.jbe-platform.com/docserver/fulltext/9789027249593.pdf?expires=1696254674&id=id&accname=guest&checksum=C2DCBAC6EF358A803AD99D3F5CA5E1AC
Book description:
Children’s Cultures after Childhood introduces theoretical concepts from new materialist and posthumanist childhood studies into research on children’s literature, film, and media texts with attention to the entanglements of which they are part. Thirteen chapters by international contributors from diverse disciplinary fields (literary studies, cultural studies, media studies, education, and childhood studies) offer a cross-section of empirical and theoretical approaches in research in cultures, literacies and education. The chapters share an inspiration in the notion of “after childhoods”, proposed by Peter Kraftl, a children’s geographer, to conceptualize theoretical and methodological orientations in research on children’s lives and on past, present, and future childhoods.
Editors:
Justyna Deszcz-Tryhubczak and Macarena García-González
Contributors (and chapter titles):
Transcorporeality in 21st-century mermaid tales --Elisabeth Wesseling, University of Maastricht.
Messy assemblages: Interplay of the organic and the inorganic in children’s toy stories -- Shubhneet Kaur Kharbanda, University of Dehli.
Exploring animality and childhood in stop-motion animation Prokofiev’s Peter & the Wolf -- Kerenza Ghosh University of Glasgow | Roehampton University
Childhood and its afterlives: Spectrality and haunting in children’s literature --- Stella Miriam, University of Cambridge
Enacting the tween news viewer: Supernytt and its audience-- Linn C. Lorgen & Ingvild Kvale Sørenssen Norwegian University of Science and Technology
Dynamics of age and power in a children’s literature research assemblage -- Leander Duthoy, University of Antwerp
Fabric with feeling: Materiality, memory, and affect in Nina Sabnani’s Mukand and Riaz --- Niveditha Subramaniam, independent researcher (CLMC alumni)
Down the back of a chair: What does a method of scrabbling with Le Guin’s “Carrier Bag Theory of Fiction” offer conceptualizations of “the child” in the Anthropocene? --- Victoria de Rijke, Jayne Osgood & Laura-Rosa, University of Middlesex.
Weird readings and little machines: Against reading engagement --- Soledad Véliz, Universidad Católica de Chile.
Literature and culture studies in classrooms: From petrification to spark -- Denise Newfield, University of the Witwatersrand
Afterword: New materialist insights for the text-based scholar --- Karen Coats, University of Cambridge
Bios of editors
Macarena García-González is a Marie Skłodowska-Curie Fellow at University of Glasgow with the project CHILDCULTURES: Challenging Adultism, Anthropocentrism and Other Exclusions with Children’s Literature and Culture. She is the author of Origin Narratives. The Stories We Tell Children about Immigration and International Adoption (2017), and Enseñando a sentir. Repertorios éticos en la ficción infantil (2021), as well as several articles and book chapters on children's literature and media, culture and education. She has recently co-edited Children’s Cultures After Childhood (John Benjamins 2023) with Justyna Deszcz-Tryhubczak and Campo en Formación. Textos clave para la literatura infantil a juvenil (Metales Pesados 2023) with Evelyn Arizpe and Andrea Casals. She has served to the IRSCL board from 2019-2023 and was the convener of the International Research Society for Children's Literature biannual congress in 2021. She is associated editor at Children’s Literature in Education and research associate at JOVIS.com at University Pompeu Fabra.
Justyna Deszcz-Tryhubczak is an Associate Professor of Literature at the Institute of English Studies, University of Wrocław, Poland. She is the co-founder of the Center for Young People’s Literature and Culture and the Center for Research on Children’s and Young Adult Literature at the University of Wrocław. She published Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers (2016). She is the co-editor (with Irena Barbara Kalla) of Rulers of Literary Playgrounds Politics of Intergenerational Play in Children’s Literature (2021), (with Zoe Jaques) Intergenerational Solidarity in Children’s Literature and Film(2021), and (with Irena Barbara Kalla) Children’s Literature and Intergenerational Relationships: Encounters of the Playful Kind. She is Fulbright fellow (Rutgers University), Marie Skłodowska-Curie fellow (Anglia Ruskin University), and a grantee of the Polish Foundation for Science and the Polish National Agency for Academic Exchange. In the years 2017-2021, she served on the board of the International Research Society for Children’s Literature. She is the University of Wrocław co-ordinator of the Erasmus Mundus International Master: Children’s Literature, Media, & Culture.
2023 Museum and Heritage Education Symposium
Clippings is supporting the 2023 Museum and Heritage Education Symposium.
Through a series of interactive presentations and roundtable discussions, renowned academics and field practitioners will explore the impact of social, political, cultural, and technological influences on museum and heritage education at this in-person event. The key themes of Community, Collaboration, and Care will characterize the day.
Date: Wednesday, 13th September 2023, 9:30 AM - 2:30 PM
Location: Room 1115, Adam Smith Lecture Theatre, 28 Bute Gardens, Glasgow, G12 8RS
A sandwich lunch and tea/coffee will be available for attendees, providing a break during the symposium event.
Please sign up via Eventbrite: https://www.eventbrite.co.uk/e/museum-and-heritage-education-symposium-tickets-691255161797
Posthumanist Concepts for More Response-able Research Practices
Workshop Thursday 24th August
Posthumanist Concepts for More Response-able Research Practices
Presenters: Dr. Justyna Deszcz-Tryhubczak (University of Wroclaw), Dr. Valentina Errázuriz (Pontificia Universidad Católica de Chile), Dr. Macarena García González (University of Glasgow), Kerenza Ghosh (University of Glasgow) and Mar Sánchez (University of Surrey).
In this workshop, we delve into how posthumanism and new materialism present conceptual openings for doing research differently. We will discuss the affordances and shortcomings of the concepts of "onto-epistemic injustice", "materiality", "care" and "assemblage". The workshop will be structured with short interventions of the five presenters opening the space for discussions about these and other posthumanist concepts.
This workshop is aimed at staff and PGR.
WHERE: ARC BUILDING, ROOM 223, UNIVERSITY OF GLASGOW
https://www.eventbrite.com/e/posthumanist-concepts-for-more-response-able-research-practices-tickets-667810006707?aff=oddtdtcreator
Thursday 24th August, 15:30 to 17:00.
European Conference on Educational Research (ECER) 2023
Clippings welcomes ECER organisers, delegates, and speakers throughout August.
21 - 22 August 2023 - Emerging Researchers' Conference, ERC
22 - 25 August 2023 - European Conference on Educational Research, ECER
ERC and ECER takes place in person at the University of Glasgow.
Children’s Culture for the Anthropocene: Entanglements of Life, Death, and Matter in Shaun Tan’s Tales from the Inner City
Lecture by Dr. Justyna Deszcz-Tryhubczak
Children’s Culture for the Anthropocene: Entanglements of Life, Death, and Matter in Shaun Tan’s Tales from the Inner City
Tuesday, August 29th. 3pm-4pm.
This talk will be in-person and streamed live online and is open to all.
ARC BUILDING, STUDIO 2, UNIVERSITY OF GLASGOW and online
The Anthropocene poses unprecedented epistemological and affective challenges to all those concerned with current and future childhoods: It is children that already are and will be most impacted by the radical uncertainties of the vanishing world (Häggström and Schmidt 2022) or the end of the world as we know it (e.g. Tsing 2015, Lo Presti 2022). We now are realizing increasingly acutely that it is already too late to reverse anthropogenic damage to the planet and that -- rather than being in control of the Earth as a human habitat -- humankind is just one of many elements of the planetary system and may disappear along with other species and earthly entities (Colebrook 2010). As a children’s culture scholar from Wrocław, Poland, a place that frequently registers the worst air quality in the world and that just last summer witnessed a massive ecological disaster on the Odra River, the heart of the city and the region, I wonder about the significance of cultural texts addressed to young audiences and about the role of scholarship in this field in facing the (post-)Anthropocene.
In this talk, I draw on posthumanist childhood studies (e.g. Kraftl 2020, Pacini-Ketchabaw and Blaise 2021, Murris and Osgood 2022) to invite a reflection on whether the dominant pedagogical project of children’s culture as shaping young people into saviors of the planet and custodians of ecocentric futures (e.g. Goga et al. 2018; Oziewicz 2022) should admit a creative and critical orientation towards “staying with the trouble” (Haraway 2016) of the entanglements of human and more-than-human lives and deaths. Thinking with Shaun Tan’s Tales from the Inner City (2018) as an example of such an orientation in children’s literature (cf. Kerslake 2022 and Hunt 2022), I ask in particular how our scholarship can be a form of caring for the damaged planet by preventing the shock of the ecological loss from wearing off. I conclude with a question about what kind of hope and consolation – for children and adults – can emerge in such practices.
Bio:
Justyna Deszcz-Tryhubczak is an Associate Professor of Literature at the Institute of English Studies, University of Wrocław, Poland. She is the co-founder of the Center for Young People’s Literature and Culture and the Center for Research on Children’s and Young Adult Literature at the University of Wrocław. Her interests include child-led research, posthumanism, and new materialism. She published Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers (2016). She is the co-editor (with Irena Barbara Kalla) of Rulers of Literary Playgrounds Politics of Intergenerational Play in Children’s Literature (2021), (with Zoe Jaques) Intergenerational Solidarity in Children’s Literature and Film (2021), and (with Irena Barbara Kalla) Children’s Literature and Intergenerational Relationships: Encounters of the Playful Kind. She is Fulbright fellow (Rutgers University), Marie Skłodowska-Curie fellow (Anglia Ruskin University), and a grantee of the Polish Foundation for Science and the Polish National Agency for Academic Exchange. In the years 2017-2021, she served on the board of the International Research Society for Children’s Literature. She is the University of Wrocław co-ordinator of the Erasmus Mundus International Master: Children’s Literature, Media, & Culture.
Registration:
Please register online for this event (both online and in-person attendees):
Radical Knowledge Formations from anti-racist perspectives
The University of Glasgow, College of Social Science’s ‘Addressing Inequalities’ Interdisciplinary Research Theme, Global Majority Network and the School of Education, CR&DALL are pleased to invite you to ‘Radical Knowledge Formations from anti-racist perspectives’, a seminar and book launch event focusing on anti-racist education, pedagogy and collaborations!
Date: Thursday, 17th August, 14:00 – 16.00; Followed by reception till 17:30.
The event is open to all academic staff, students and teachers from across the University.
Event programme
A full description of the event, including a link to the Eventbrite page, is as follows:
Introduction and Welcome by Prof. Lubna Nasir, Professor of Comparative Oncology in the School of Biodiversity, One Health and Veterinary Medicine, MLVS. Lubna is the current Equality, Diversity and Inclusion (EDI) Director is SBOHVM, Chair of the MVLS College EDI Committee and co-chair of the University of Glasgow Global Majority Network.
‘University of Glasgow Anti-Racism Initiatives’. Presented by Dr Uzma Khan, Vice-Principal Economic Development and Innovation, Race Equality Champion, University of Glasgow.
'Combating Anti-Asian Racism and Xenophobia in Canada: Toward Pandemic Anti-Racism Education in Post Covid-19 .' Professor Shibao Guo, Werklund School of Education at the University of Calgary, Canada.
Since the outbreak of the global pandemic, there has been a surge in anti-Asian racism and xenophobia across Canada toward people of Chinese descent. Guo's presentation critically analyses incidents against Chinese Canadians who were reported in popular press during the pandemic pertaining to anti-Asian and anti-Chinese racism and xenophobia in multicultural Canada. To combat and eliminate racism, he proposes a framework of pandemic anti-racism education for the purpose of achieving social justice in post-COVID-19 Canada.
'Social Justice and the Language Classroom.' Dr Deniz Ortaçtepe Hart, School of Education, University of Glasgow. Lecturer, specializing in TESOL (Teaching English to Speakers of Other Languages) programme.
Book Launch: A resource book for action and transformation 'Social Justice and the Language Classroom' challenges the idea of classrooms as neutral spaces and encourages readers to become advocates, allies, and activists. It addresses issues of inequity, marginalization, discrimination, and oppression faced by language learners from diverse backgrounds and provides practical tools, examples, lesson plans, and activities to promote social justice in language teaching. It emphasizes intersectionality, global competence, and draws from critical pedagogy, political economy, critical race theory, feminist pedagogy, and queer theory to help readers recognize and address systems of oppression and inequality.
Q/A
The main event will run from 2pm-4pm, Room 237B the ARC building, University of Glasgow. This will be followed by a drinks reception at the Atrium 4pm – 5.30pm We look forward to welcoming you.
To ensure your place, please reserve a free ticket via our Eventbrite: https://www.eventbrite.co.uk/e/radical-knowledge-formations-from-anti-racist-perspectives-tickets-662332021907?aff=oddtdtcreator
Addressing Inequalities: https://www.gla.ac.uk/colleges/socialsciences/research/interdisciplinaryresearchthemes/addressinginequalities/
Global Majority Network: https://www.gla.ac.uk/myglasgow/equalitydiversity/staff/bame/#uofgglobalmajoritynetwork
CR&DALL: https://cradall.org/
Challenging normalised inequities within the school system in the global North
The School of Education at the University of Glasgow is pleased to invite you to ‘Challenging normalised inequities within the school system in the global North’, a research seminar that will address the everyday forms of normalising inequities, whether in terms of religious identities, race or language, experienced by migrant and refugee students in Canada and Scotland.
Participants:
- Yan Guo, Professor of Language and Literacy, Werklund School of Education, University of Calgary, Canada;
- Dr Nihaya Jaber, School of Education, University of Glasgow;
- Alison Mitchell, Headteacher in Residence, School of Education, University of Glasgow.
Date: 16 August 2023, 1400-1600, with High Tea!
Location: Rm 432, St. Andrews Building, 11 Eldon Street, Glasgow, G3 6NH
The event is open to all academic staff, students and teachers from across the University and beyond.
We look forward to welcoming you. To ensure your place, please reserve a free ticket via our Eventbrite: https://www.eventbrite.co.uk/e/challenging-normalised-inequities-tickets-677955060837?aff=oddtdtcreator
Master Keys: Images and Words that Open Doors
Children’s Literature and Literacies & Museum Education Miniconference
“Master Keys: Images and Words that Open Doors”
May 19th 2023, 14:00-17:00, at the St Andrew’s Building. Room 432.
The Miniconference “Master Keys: Images and Words that Open Doors” considers reading and interpreting picturebooks from a range of different perspectives and disciplines and is thus closely linked to literacy, one of the main research areas within CLIP.
Organised by three CLIP PGT programmes - MEd in Children’s Literature and Literacies, International Master Children’s Literature, Media and Culture and MEd in Museum Education - it includes visiting speakers from partner Iberoamericana University in Mexico City as well as CLL Alumni, one of whom has recently received the UK Literacy Association (UKLA) Dissertation Award.
The event will close with the book launch of Children Reading Pictures: New Contexts and Approaches to Picturebooks by Evelyn Arizpe, Kate Noble and Morag Styles which also features a picturebook project with CLL Alumni.
Provisional timetable
Welcome
Dr Elizabeth Dulemba (Winthrop University & Hollins University, USA): “Keys to Understanding How Picture Book Images Work”
Dr Ivonne Lona (Universidad Iberoamericana, Mexico): “Keys for Interpreting Picturebooks”
Barbara Katharina Reschenhofer (University of Vienna, Austria) "Home-Away-Here: The multimodal construction of flight in contemporary anglophone picturebooks"
Break
Dr Cutzi Quezada: (Universidad Iberoamericana, Mexico): "Key Elements in Reading Mediation"
Dr Sonia Montes (Universidad Iberoamericana, Mexico): "Keys to Reading Contemporary Poetry in Indigenous Languages of Mexico
Dr Margaret McColl (University of Glasgow, UK): “Opening Museum Doors through Picturebooks”
Book Launch for Children Reading Pictures: New Contexts and Approaches to Picturebooks, co-authored by Evelyn Arizpe, Kate Noble and Morag Styles (Routledge 2023)
Reception with refreshments
Future workshops
1. Dr Ivonne Lona (Universidad Iberoamericana, Mexico) “The Role of the Design in Picturebooks”
identificar los elementos del diseño en un libro-álbum.la conceptualización de Suzy Lee y mi teoría.
2. Dr Cuzi Quezada (Universidad Iberoamericana, Mexico) “Prize-winning picturebooks”
Workshops will take place 22nd May, 4-6pm in the St Andrew's Building Room 230.
Please email Evelyn Arizpe for more information: Evelyn.Arizpe@glasgow.ac.uk
Book your place
Book your place via the Eventbrite: https://masterkeys.eventbrite.co.uk
26th April 2023: Quilt event
Quilt event
Lisa Bradley and Mindy Ptolomey
26th April 2023, 15:15-17:15
An interactive in-person event at the St Andrew's Building, University of Glasgow in room 559B.
Our event sees the launch of a School of Education arts-based research project aimed at creating a patchwork quilt which illustrates, celebrates, and upholds the diverse pasts, presents and futures of the School. The session explores the radical potential of quilting as an anti-colonial practice, placing it in dialogue with other non-traditional academic mediums and modes; as well as invites attendees to ‘feel out’ and activate material, tactile and embodied modes of knowing and meaning-making in an interactive exchange.
Please register via Eventbrite: https://www.eventbrite.com/e/clippings-hosted-quiltings-event-tickets-620627733257
Education, Language and Internationalisation Network (ELINET)
ELINET launch and 1st annual conference
Podcast with Nadia Lamprecht, Effie Samara, and Joséphine Sangaré
In early April, the Clippings team met with three of the student organisers from the Education, Language and Internationalisation Network (ELINET) and for the first ELINET conference. The team told us about their experiences of being postgraduate research and taught students leading a conference and we reflected on the impact of this on research directions and on teaching practice.
Podcast Speakers
Nadia Lamprecht - Conference Manager
My name's Nadia and I am a South African, but I feel like I am a citizen of the planet because I LOVE traveling! I recently completed an MEd in TESOL, and my dissertation was being published with ProQuest. The focus of this was on syllabus design. I have taught English as second language in South Africa, France, the UK and Poland and have more than 13 years’ experience in this. Teaching is my passion. I am proud to say that I have a published novel too! My experience as class rep for MEd sparked my interest in becoming more involved in the alumni network! I hope to start doctoral studies in 2023 and to pursue more knowledge in the field of Global Englishes.
Effie Samara
My PhD explored the political dramaturgy of exile as both performance restorative practice. I specialise in participatory and reconciliatory art and on building community and possibility in times of acute danger. In my role as UNESCO Affiliate Artist, I write extensively on decolonial theory, pedagogy and political practice. My connection to the Network is linguistic and intercultural practice between the Anglosphere and the wider world and bridging research and practice through interventionist performance, artistic collaboration and community projects.
Joséphine Sangaré
I am a PhD Candidate at the School of Law with a great passion for teaching. The ways people communicate and languages evolve has always fascinated me. Contributing to an internationalisation network gives me the opportunity to apply my experience form organising academic events and learn about more about building research networks. My role as project intern is the organisation of the conference events and this podcast.
The podcast is available on Spotify below. You can also access a captioned version of the podcast here: https://mediaspace.gla.ac.uk/media/Clippings+interview+with+ELINET+team+-+March+2023/1_yi73i30h with a downloadable transcript.
To find out more about the ELINET conference (13th and 14th April, in person at the University of Glasgow), visit the network's website: https://elinet.org.uk
8th December 2022: Black Student Teachers Experiences of Racism in the White School
Black Student Teachers Experiences of Racism in the White School: Strategies of Resilience and Survival
Jason Arday, Srabani Maitra, and Veronica Poku
8th December 2022, 12:00-13:30
Online, via Zoom Webinar
We are excited to share this online book launch and panel discussion event, to be held on 8th December 2022. This event will be held online, via a Zoom Webinar. Registration will be required - more details to follow.
This book looked into the experiences of African and African- Caribbean student teachers whilst training for their Primary PGCE (Postgraduate Certificate in Education) and on school placements in South London Primary Schools. Their narratives detailed their experiences of dealing with racism in its more covert forms. What emerged were stories of resilience and triumph.
Dr. Veronica Poku is Head of MA Education: Culture, Language and Identity as well as a lecturer and researcher in the field of educational studies at Goldsmiths College, University of London. Her research for this book made use of critical race theory and narrative inquiry when working student teachers.
Please register for this event here: https://uofglasgow.zoom.us/s/86910097868
October 2022: Design, Play, and Partnership in Pedagogies for Sustainable Futures
Joint CR&DALL and CLIP in-person event:
Design, Play, and Partnership in Pedagogies for Sustainable Futures: A panel presentation by leading international scholars
4:00-5:30pm, Thursday 20th October 2022
St. Andrew’s Building (room 227), 11 Eldon St, Glasgow, G3 6NH
Culture, Literacies, Inclusion and Pedagogy (CLIP) Research & Teaching Group, University of Glasgow and CR&DALL are delighted to welcome an esteemed group of educational and thought leaders from across the world to bring critical and pivotal conversations to our community this month. Prof Jennifer Rowsell (University of Sheffield) is a leading global expert in literacies education; Dr Carmen Medina (University of Indiana) is an expert in Latina, postcolonial, and critical literacies; Rakhat Zholdoshalieva (UNESCO’s Institute of Lifelong learning) is a Programme Lead in Literacies Education for development; Prof Lisa Grocott (Monash University, Australia) is a designer, and director of WonderLab, a centre for designing transformative pedagogical encounters; Dr Nancy Palacios Mena (Universidad de los Andes, Colombia) is an expert in place-based teacher education; and Dr Diane Collier (Brock University, Canada) is an expert in visual and critical literacies with young children.
In this event we will hear brief contributions from each in the theme of play, creativity, design, and partnership for the needs of contemporary education. Based on these inputs, a facilitated Q & A will put these scholars into conversation with each other and us in the School of Education.
The event will culminate in the launch of two new books: Design for Transformative Learning (2022) by Lisa Grocott; and Playful Methods: Engaging the Unexpected in Literacy Research (2022) by Medina, C.L.; Perry, M.; & Wohlwend, K.
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Drinks and snacks will be provided, and an excellent opportunity to network and stimulate new ideas and directions.
Please register via Eventbrite: https://www.eventbrite.co.uk/e/design-play-and-partnership-in-pedagogies-for-sustainable-futures-event-tickets-432528623757
Event recording transcript: https://docs.google.com/document/d/176LWhKz0d3OqkrTPGot8BnLZpTCBYei5/edit?usp=share_link&ouid=103363533165816295342&rtpof=true&sd=true
Professor Mia Perry tells us about play, creativity, design and partnership.
We were so happy to meet with Prof. Perry and speak with her about her October Clippings event, Design, Play, and Partnership in Pedagogies for Sustainable Futures.
September 2022: Autistic School Staff Project Book Launch
Autistic School Staff Project Book Launch
10th September 2022
Online workshop and book launch from the Autistic School Staff Project for which CLIP member Dr Rebecca Wood is Principal Investigator.
The work celebrates the launch of Learning From Autistic Teachers: How to be a Neurodiversity-Inclusive School, 2022, by Rebecca Wood, Laura Crane, Francesca , Alan Morrison, and Ruth Moyse (eds.), published by Jessica Kingsley Publishers and funded by the Scottish Autism and the John and Lorna Wing Foundation.
Related upcoming events:
29th September 2022: NAHT (National Association of Head Teachers) Equalities Conference - Intersectionality - Who do you think you are?
8th October 2022: Autism Europe (Krakow, Poland) International Congress. A Happy Journey Through Life. Symposium Rebecca Wood, University of Glasgow, Dr Anna Gagat-Matula [Pedagogical University of Krakow, Poland], and Dr Kristen Bottema-Beutel [Boston College, Massachusetts, US], from the Autistic School Staff Project.
5th November 2022: The Autism/Asperger Network Connections Conference (US): Rebecca Wood, CLIP, University of Glasgow and Dr Kristen Bottema-Beutel, Autistic School Staff Project.
23rd February 2023: Reframing Autism Innovations in Autism Education conference (neuroinclusive, neuroaffirming schooling) (Australia)
Resources from Therapist Neurodiversity Collective may be of interest.