seminar

Researching with marginalised communities ethically: Contradictions in ‘doing’ feminist research

This month’s seminar was delivered by Sana Rizvi, who explored the contradictions of ‘doing’ feminist research, and how the materiality of engaging in fieldwork magnifies the gap between ‘ideal’ versus ‘actual’ feminist ways of conducting research. Drawing on her doctoral research with British-Pakistani mothers of children with special educational needs and/or disabilities, she explored the ethical, and methodological challenges of engaging with feminist methodology and how this contributes value to the research process when working with marginalised groups. In the talk, she examined feminist principles for engaging in research and showed that traditional feminist methods may not always be more ethical, and that as feminist researchers we must be willing to adopt a holistic view of feminist values, where vulnerability of researcher and participants are both respected and where methodology is adjusted accordingly.

A recording of Sana’s talk is available via Panopto, here.

The accompanying paper is at:

Rizvi, S. (2017) Exploring British Pakistani mothers’ perception of their child with disability: insights from a UK context. Journal of Research in Special Educational Needs, 17: 87–97. doi:10.1111/1471-3802.12111

February seminar: Researching with marginalised communities ethically: Contradictions in ‘doing’ feminist research

Date and time: Tuesday 6 February 2018, 1.00pm – 2.00pm

Location: De Montfort University, Portland 1.04

Presenters: Dr Sana Rizvi

Registration: All welcome, no booking required

Key contact details: Sarah Younie (syounie@dmu.ac.uk)

In this seminar Dr Rizvi explores the contradictions of ‘doing’ feminist research, and how the materiality of engaging in fieldwork magnifies the gap between ‘ideal’ versus ‘actual’ feminist ways of conducting research. Drawing on her doctoral research with British-Pakistani mothers of children with special educational needs and/or disabilities, I explore the ethical, and methodological challenges of engaging with feminist methodology and how this contributes value to the research process when working with marginalised groups. In this talk, I examine feminist principles for engaging in research and show that traditional feminist methods may not always be more ethical, and that as feminist researchers we must be willing to adopt a holistic view of feminist values, where vulnerability of researcher and participants are both respected and where methodology is adjusted accordingly.

December seminar: ‘Peace Education: Pedagogy and Interventionist Research’

Dr Rob Perry (Education Studies, HLS) will facilitate this workshop through active learning in HU 2.32 from 1-2.30pm on Wednesday 13 December 2017.

All are welcome. No booking required.

Abstract
Peace Education is ‘about Peace and for Peace’. Peace Education relates to a variety of topics: Human Rights, Disarmament, Development, Environment, Multi-culturalism and Conflict Resolution…and seeks to understand context, background, causes and effects….it also seeks to make an intervention, to changes mind sets, to Educate in order to change.  In Northern Ireland (as elsewhere) I argue that ‘Peace Education’ requires ‘Integrated Education’. My research contains the views of Primary School and Secondary School Principals and Head teachers to ‘Peace Education’ in Northern Ireland.  I also sought via my research to encourage politicians in Northern Ireland, to consider and reflect on how historical events are commemorated in a post conflict society, and what bearing they have on reconciliation.

Recording of our seminar: Teachers’ digital literacy and professional development: a grounded theory investigation

There is a Panopto recording of our recent seminar facilitated by Lucy Atkins available here.

The session abstract is appended below and you can read more about Lucy’s work on her website.

Abstract

In response to the increasing drive for the effective use of technology to support teaching and learning in compulsory education, my thesis presents a ground-up investigation of professional development for digital literacy that highlights the impact of four spheres of concern on individual teacher development. These four spheres are linked to the literature surrounding technology acceptance and engagement and are used to reframe a popular model of technology acceptance from a predictive model, to a supportive framework. This work is grounded in teacher professionalism within a neoliberal society, the state of professional development in the UK following the bonfire of the quangos and the role of digital literacy for the teaching professional.

IEF Seminar: Teacher’s Digital Literacy Development: a grounded theory investigation

We have a forthcoming seminar being led by Lucy Atkins, a PhD student, on 21st November from 1-2pm,

For more information about Lucy’s work see her website: www.lucyjca.co.uk Or follow the hashtag #digilitPhD

The seminar will be held in Edith Murphy House, 4.01.

Teacher’s Digital Literacy Development: a grounded theory investigation

Abstract

In response to the increasing drive for the effective use of technology to support teaching and learning in compulsory education, my thesis presents a ground-up investigation of professional development for digital literacy that highlights the impact of four spheres of concern on individual teacher development. These four spheres are linked to the literature surrounding technology acceptance and engagement and are used to reframe a popular model of technology acceptance from a predictive model, to a supportive framework. This work is grounded in teacher professionalism within a neoliberal society, the state of professional development in the UK following the bonfire of the quangos and the role of digital literacy for the teaching professional.

 

Slides for IEF Seminar: academic alienation and mass intellectuality

Our first seminar of the 2017/18 season takes place today from 13:00-14:00 in Hugh Aston, room 2.32, led by Richard Hall.

The slides are appended below.

Abstract

As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, encumbered by precarious employment, overwhelming debt, and new levels of performance management, are shorn of any autonomy. Increasingly the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the vicissitudes of the twin processes of financialisation and marketization. At the core of understanding the impact of these processes and their relationships to higher education is the alienated labour of the academic, as it defines the sociability of the University. This paper examines the role of alienated labour in academic work, and relates this to feelings of hopelessness (or world-weariness/Weltschmerz) and academic ill-being, in order to ask what might be done differently. The argument centres on the role of mass intellectuality, or socially-useful knowledge and knowing, as a potential moment for overcoming alienated labour.

Film screening of Tested

On Thursday 9 November we are presenting a screening of a documentary about the selective schooling process in New York. It is a powerful commentary on class and race inequality in the USA state schooling system. The LA-based director Curtis Chin is visiting especially, and will do a Q&A session after the screening.

This is a collaboration with the DMU Media School and the Documentary Media Centre, who have secured a venue for the screening in the City Centre. As places are limited, attendance will be on a ‘first come first served’ basis via email, so please let Professor Sarah Younie (address below) if you would like to book a place. We look forward to seeing you there.


DMU, Institute for Education Futures and the Leicester Media School present:

‘Tested’ – Film screening and Q&A with Writer/Director Curtis Chin

Date and time: Thursday 9th November 2017 – 6pm-8.30pm

Location: Documentary Media Centre, 1st Floor, 10 Bishop Street, Leicester LE1 6AF

Presenter: LA-based Director – Curtis Chin

Registration: booking required, please email to confirm attendance

Key contact details: Prof Sarah Younie syounie@dmu.ac.uk


NOTES

Curtis Chin is an LA-based independent documentary film maker, whose film explores students experiences of selective schooling in New York. Curtis states, ‘nabbing a spot in one of New York City’s best public high schools can change kids lives…but who gets in?’ This documentary, which follows a diverse group of students and explores critical issues of equal access, stereotypes, affirmative action and the model minority myth. For more information – www.testedfilm.com

A graduate of the University of Michigan, Curtis has won awards from the National Endowment for the Arts, the New York Foundation for the Arts, and the San Diego Asian American Film Foundation. He has spoken at over 400 universities and non-profits in the US and internationally, with guest appearances on MSNBC, CNN and NPR, and in the publication Newsweek. He is currently a Visiting Scholar at NYU.

Screening in partnership with DMU Institute for Education Futures and Leicester Media School. For further information please see https://docmediacentre.wordpress.com/2017/10/18/programme-day-9-doc-media-month-2/

IEF Seminar: academic alienation

Our first seminar of the 2017/18 season will take place on Tuesday 31st October from 13:00-14:00 in Hugh Aston, room 2.32.

Richard Hall will be leading the following session:

On the alienation of academic labour and the possibilities for mass intellectuality

Abstract

As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, encumbered by precarious employment, overwhelming debt, and new levels of performance management, are shorn of any autonomy. Increasingly the labour of those academics and students is subsumed and re-engineered for value production, and is prey to the vicissitudes of the twin processes of financialisation and marketization. At the core of understanding the impact of these processes and their relationships to higher education is the alienated labour of the academic, as it defines the sociability of the University. This paper examines the role of alienated labour in academic work, and relates this to feelings of hopelessness (or world-weariness/Weltschmerz) and academic ill-being, in order to ask what might be done differently. The argument centres on the role of mass intellectuality, or socially-useful knowledge and knowing, as a potential moment for overcoming alienated labour.