Dr Gaston Bacquet

  • Lecturer in Education Studies (LTS) (School of Education)

Biography

I am an experienced teacher trainer and educator from Chile currently based in Scotland, as well as a trained meditation and yoga instructor.  I have worked in K-12, teaching English and Social Studies in Chile, Japan, Saudi Arabia and Myanmar, taught at under and postgraduate level in the US and the UK, and have been engaged in teacher preparation in Chile and the UK.

I currently teach in the MSc / MEd program in Education Studies as well as the Asian Religions course for undergraduate students. I collaborate with different programs across the School of Education, where I also supervise MEd / MSc dissertation students.

My current research focuses on nonviolence education, as well as the connection between internationalization and inclusion within educational spaces. Past and recent research has focused on inclusion in education of minoritized groups; developing intercultural skills in educational contexts; teacher preparation; dialogue between different cultural traditions with a focus on Eastern religion and philosophy, indigenous wisdom traditions and classical philosophy; compassion training.

 

Qualifications:

DipTESOL (Trinity College London)

M.A., TESOL (Institute of Education, UCL)

Ph.D., Education (University of Glasgow)

Research interests

I am interested in research that explores:

  • The educational experience of minoritized groups, with a particular focus on the role of intercultural communication in generating a sense of inclusion and interconnectedness.

  • Nonviolence education geared towards the development of personhood, and its integration into pedagogical and curricular practices.

  • The integration of spiritual and political perspectives - more concretely Buddhist philosophy, international wisdom traditions and decolonial studies - into nonviolence education as a way of creating individual and social change.

I favor qualitative approaches and participatory methods; my research expertise focuses prominently in the use of action research.

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2021 | 2020 | 2019 | 2018
Number of items: 20.

2023

Bacquet, G. (2023) Using nonviolence to reconceptualize inclusive education in the Global South: insights from trainee teachers in Chile. European Education Research Association Blog, Jun.

2022

Bacquet, G. (2022) Situating Norbert Elias’ power differential in a critical exploration of violence in Chilean education. Advances in Social Sciences Research Journal, 9(12), pp. 371-379. (doi: 10.14738/assrj.912.13673)

Bacquet, G. (2022) Restaurando conocimientos indígenas: ¿pueden ser usadas en Chile las lecciones, esfuerzos y perspectivas actuales del contexto internacional? = Restoring indigenous knowledge: can current international efforts, lessons and perspectives be applied in Chile? Lenguas Radicales, 1(3), pp. 17-30. (doi: 10.56791/lr.v1i3.19)

Bacquet, G. (2022) Why non-violence education matters today: the work of Norbert Elias and Judith Butler in the context of intercultural Othering. Scottish Graduate School for Arts and Humanities Blog, 28 Nov.

Bacquet Quiroga, G. (2022) The un-decolonization of the HE curriculum in the UK: how representative are current reading lists? British Educational Research Association Blog, 21 Oct.

2021

Bacquet, G. (2021) Challenging non-democracy through participation: can the classroom be a place of resistance? Post-Pandemic University Magazine, 19 Oct.

Bacquet Quiroga, G. (2021) Social justice through non-violence: not purely an intellectual endeavor. British Educational Research Association Blog, 14 Oct.

Bacquet Quiroga, G. (2021) Beyond postures: how yoga philosophy can foster non-violence in our classrooms. British Educational Research Association Blog, 19 Aug.

Bacquet, G. (2021) An argument for the sustainability of non-violence. Scottish Graduate School for Arts and Humanities Blog, 11 Aug.

Bacquet, G. (2021) Decolonizing knowledge: undoing and reconstructing how we learn. European Education Research Association Blog, Aug.

Bacquet, G. (2021) Towards a decolonization of classroom practices in Chilean higher education - a suggested framework. International Journal of Education and Literacy Studies, 9(4), pp. 16-25. (doi: 10.7575/aiac.ijels.v.9n.4p.16)

2020

Bacquet, G. (2020) Language and social inclusion. University of Reading's Institute of Education Blog, 15 Jan.

Bacquet, G. (2020) Can the dimensions of identity, investment and empowerment increase social inclusion for second-language learners? – Moving towards the creation of a conceptual framework. International Journal of Education and Literacy Studies, 8(2), pp. 10-15. (doi: 10.7575/aiac.ijels.v.8n.2p.10)

2019

Bacquet, G. (2019) The role of teachers in the empowerment of language learners. University of Reading's Institute of Education Blog, 25 Sep.

Bacquet, G. (2019) Language and Culture in the 21st-century classroom. University of Reading's Institute of Education Blog, 3 Jun.

Bacquet, G. (2019) Increasing autonomy and motivation in second-language learners - an empirical study looking for the L2 self. International Journal of Applied Linguistics and English Literature, 8(6), pp. 54-66. (doi: 10.7575/aiac.ijalel.v.8n.6p.54)

Bacquet, G. (2019) Investigating teachers' role in the process of identity construction in language learners. Language Studies Working Papers, 10, pp. 17-25.

Bacquet, G. (2019) Is corrective feedback in the ESL classroom really necessary? A background study. International Journal of Applied Linguistics and English Literature, 8(3), pp. 147-154. (doi: 10.7575/aiac.ijalel.v.8n.3p.147)

2018

Bacquet, G. (2018) The classroom as an identity-building environment in today’s globalized world. University of Reading's Institute of Education Blog, 11 Dec.

Fuller, C. and Bacquet, G. (2018) If we want equal life chances for all we must stop focusing on exam results. University of Reading Research Blog, 27 Jun.

This list was generated on Wed Jan 22 04:41:52 2025 GMT.
Jump to: Articles
Number of items: 20.

Articles

Bacquet, G. (2023) Using nonviolence to reconceptualize inclusive education in the Global South: insights from trainee teachers in Chile. European Education Research Association Blog, Jun.

Bacquet, G. (2022) Situating Norbert Elias’ power differential in a critical exploration of violence in Chilean education. Advances in Social Sciences Research Journal, 9(12), pp. 371-379. (doi: 10.14738/assrj.912.13673)

Bacquet, G. (2022) Restaurando conocimientos indígenas: ¿pueden ser usadas en Chile las lecciones, esfuerzos y perspectivas actuales del contexto internacional? = Restoring indigenous knowledge: can current international efforts, lessons and perspectives be applied in Chile? Lenguas Radicales, 1(3), pp. 17-30. (doi: 10.56791/lr.v1i3.19)

Bacquet, G. (2022) Why non-violence education matters today: the work of Norbert Elias and Judith Butler in the context of intercultural Othering. Scottish Graduate School for Arts and Humanities Blog, 28 Nov.

Bacquet Quiroga, G. (2022) The un-decolonization of the HE curriculum in the UK: how representative are current reading lists? British Educational Research Association Blog, 21 Oct.

Bacquet, G. (2021) Challenging non-democracy through participation: can the classroom be a place of resistance? Post-Pandemic University Magazine, 19 Oct.

Bacquet Quiroga, G. (2021) Social justice through non-violence: not purely an intellectual endeavor. British Educational Research Association Blog, 14 Oct.

Bacquet Quiroga, G. (2021) Beyond postures: how yoga philosophy can foster non-violence in our classrooms. British Educational Research Association Blog, 19 Aug.

Bacquet, G. (2021) An argument for the sustainability of non-violence. Scottish Graduate School for Arts and Humanities Blog, 11 Aug.

Bacquet, G. (2021) Decolonizing knowledge: undoing and reconstructing how we learn. European Education Research Association Blog, Aug.

Bacquet, G. (2021) Towards a decolonization of classroom practices in Chilean higher education - a suggested framework. International Journal of Education and Literacy Studies, 9(4), pp. 16-25. (doi: 10.7575/aiac.ijels.v.9n.4p.16)

Bacquet, G. (2020) Language and social inclusion. University of Reading's Institute of Education Blog, 15 Jan.

Bacquet, G. (2020) Can the dimensions of identity, investment and empowerment increase social inclusion for second-language learners? – Moving towards the creation of a conceptual framework. International Journal of Education and Literacy Studies, 8(2), pp. 10-15. (doi: 10.7575/aiac.ijels.v.8n.2p.10)

Bacquet, G. (2019) The role of teachers in the empowerment of language learners. University of Reading's Institute of Education Blog, 25 Sep.

Bacquet, G. (2019) Language and Culture in the 21st-century classroom. University of Reading's Institute of Education Blog, 3 Jun.

Bacquet, G. (2019) Increasing autonomy and motivation in second-language learners - an empirical study looking for the L2 self. International Journal of Applied Linguistics and English Literature, 8(6), pp. 54-66. (doi: 10.7575/aiac.ijalel.v.8n.6p.54)

Bacquet, G. (2019) Investigating teachers' role in the process of identity construction in language learners. Language Studies Working Papers, 10, pp. 17-25.

Bacquet, G. (2019) Is corrective feedback in the ESL classroom really necessary? A background study. International Journal of Applied Linguistics and English Literature, 8(3), pp. 147-154. (doi: 10.7575/aiac.ijalel.v.8n.3p.147)

Bacquet, G. (2018) The classroom as an identity-building environment in today’s globalized world. University of Reading's Institute of Education Blog, 11 Dec.

Fuller, C. and Bacquet, G. (2018) If we want equal life chances for all we must stop focusing on exam results. University of Reading Research Blog, 27 Jun.

This list was generated on Wed Jan 22 04:41:52 2025 GMT.

Supervision

I currently supervise Master students working in the areas of inclusion and nonviolence. I welcome PhD proposals that are in alignment with my research interests (see "Research Interests" section), in particular those using participatory approaches and action research.

If you are interested in studying with me, please email me the following:

1. CV

2. Research Proposal (See here for guidance)

3. A brief statement of how your research topic aligns with my research and why you are interested in pursuing a PhD under my supervision. 

 

Teaching

Current:

TRS1009 - Hinduism

EDUC5156 - Modern Educational Thought

 

Past

EDUC5285 - Seminars in Contemporary Issues 

EDUC5410 - Introduction to Educational and Social Research

EDUC51049 - Sustainable Development and Education

AS503 - Academic Skills Development

X2917 - Language Learning in a Multilingual World

X2918 - Contemporary Issues in Language Teaching

 

 

Professional activities & recognition

Editorial boards

  • 2023: Cogent Arts and Humanities

Selected international presentations

  • 2024: 15th Conference of the European Network of Buddhist-Christian Studies (St. Ottilien, Germany)
  • 2024: Nonviolence in Education Conference, Oklahoma State University (Tulsa, USA)
  • 2023: British Educational Research Association (BERA) conference (Birmingham, UK)
  • 2023: Decolonial Care: Place, Practice, Politics (Center for Peace and Conflict Studies, University of St. Andrews (Scotland))
  • 2023: 67th Annual Meeting of the Comparative and International Education Society (Washington D.C. (USA))
  • 2022: – International conference “Violence and its sublimation within the fantasy-reality continuum: Between psychoanalysis and the theory of civilizing process (Warsaw University, Poland)
  • 2022: The 10th European Conference in Education (London, UK)
  • 2022: Early Career Conference “Potential and Challenges in Education in Today’s World”, British Association for Comparative and International Education (London, UK)
  • 2021: International Conference on Violence and Society (London Centre for Interdisciplinary Research, London, UK)
  • 2021: The 9th European Conference on Education, (London, UK)
  • 2019: Annual Language Studies PhD Conference (University of Reading, UK)

Additional information

 Professional Memberships and Affiliations:

  • Comparative and International Educational Society

  • British Association for Comparative and International Education

  • British Educational Research Association

  • American Educational Research Association

  • European Network for Buddhist-Christian Studies