Huddersfield Centre for Research in Education and Society (HudCRES) newsletter issue 2 - Dec 16

hud.ac.uk/research/education

Issue 02 December 2016

Welcome to the second edition of the HudCRES newsletter. This time we highlight some of our recent successes in gaining research funding, winning prizes for our work and attracting talented researchers to the School of Education and Professional Development at the University of Huddersfield.

The centre spread introduces the three research groups that frame our work – policy, pedagogies and professional identities. We also outline some of the ways you can get involved – how you can access our research writing, and the forthcoming research events that you can attend.

Introducing Professor Paul Miller We are pleased to announce the recent appointment of Paul Miller as Professor of Educational Leadership and Management.

A Jamaican-born internationally respected academic and qualified teacher, Paul becomes the first black academic to be appointed to a Professorship in Educational Leadership & Management at any British university.

Paul said “I am very much looking forward to working with the School of Education and Professional Development and HudCRES; reaching out to headteachers and other leaders in education to develop practice and extend research in leadership and management”.

Paul is a Member of Council of the British Educational Leadership, Management & Administration Society (BELMAS); where he is Co-convenor of the Race and Leadership Research Interest Group.

He is also a Member of the Board of the Commonwealth Council for Educational Administration & Management (CCEAM). He has written and edited a large number of books and journal articles, most recently including:

Paul Miller, Professor of Educational Leadership and Management Cultures of Educational Leadership Global and Intercultural Perspectives ISBN 978-1137-58566-0

Exploring School Leadership in England and the Caribbean New Insights from a Comparative Approach ISBN 978-1474-251709

The ‘Ed Space blog is now online!

Follow the link from the HudCRES website: www.hud.ac.uk/research/education/hudcres Regular posts will share personal reflections on both the thinking about and doing of educational research, as well as how it can and should be used by educational practitioners and wider society. Follow us on twitter @HudCRES for details of new posts.

If you would like to contribute, please email your initial ideas to HudCRES@hud.ac.uk

‘White sanction’, institutional, group & individual interaction in the promotion, progression of BME academics and teachers in England Power and Education ISBN 1757-7438

http://eprints.hud.ac.uk/29470/

hud.ac.uk/research/education

Our research groups Policy The Policy Research Group brings together researchers who aim to critically analyse education policy, and the relationship between policy and practice across a range of settings including schools, colleges and various sites of informal education.

Those involved work across disciplines and draw on sociological, historical and ethnographic methods, and are recognised as leaders in their field. Members of the group are currently working on a range of funded projects, and their work has been published in a range of internationally-recognised books, journals and reports.

Pedagogies

Dr Emma Salter I

Research by members of the Pedagogies Research Group is clustered around key questions about teaching and learning and the relationships between them. For example, how is education policy translated by teaching professionals into their own pedagogic practices? How can different learning styles be successfully supported in the classroom? How might individuals and communities experiencing educational disadvantage be empowered? What place does play have in children’s learning environments? The Group’s research is driven by a determination to understand the meanings of pedagogical practices in different settings and to critically analyse the effectiveness of educational interactions in the development of skills, motivations and dispositions for learning.

Amanda Crow It draws on both theoretical insights and qualitative research methods, particularly visual research methods such as film and photography, to advocate for approaches that encompass creativity and social justice Professor Janet Fink in educational work with children, young people and adult learners.

Professional Identities What makes a professional? Is it about being properly qualified to carry out a given task? Is it about doing a job responsibly? Or is it about exclusion by maintaining an elite group of workers? The term ‘professional’ is a slippery one, even though it is so widely used, because so much of what it entails is tacit. Members of the Professional Identities Research Group focus their research on professionalism and professional identity as they are experienced and formed in the process of training and of work. Very often that research seeks to recognise and analyse those tacit aspects of what being a professional means.

Dr Susan Sheehan

Professor Lyn Tett D E

Susan Timmins H

Professor Roy Fisher

Nicola Firth

Dr Pam Hanley

Jonathan Hepworth

Judith Hunter

Mohammed Karolia

Frances Marsden

Sonia Munro

Jayne Price

Geraldine Regan

Cheryl Reynolds

Alison Ryan

Edward Southall

Lindsey Watson

Audrey Wood

Dr Andrew Youde

Liz Zsargo

Members of the group examine how policy and culture affect the way people in work roles think about themselves and what they do. Concepts of shared and enacted ethics, the perceived space for autonomy in decision-making, and the impact of political reforms on procedures are all central to this dynamic field of study.

D E H

Pedagogies

hud.ac.uk/research/education

BA CB DC ED FE Gwyneth Allatt

A A

B C

D E

GF HG IH J I K J LK ML NM ON O

Dr Shamim Miah

F G H

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L M N O

DC E D F E G F HG I H J IAK JBL KCMLDNMEONFA M N N O O BB HCC I D D J EE Robin GM H NII OJJ KK LL M KFF LG H Diane Hadwen AOGProfessor Simmons

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D E B C

FA G B HC AI D BJ E CK F DLG EMH FN I GO J H K I L J MK N L OM N O

Dr Helen Jones

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F G H A

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B C

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Professor Paul Thomas

L M N O F G HA I B JC KD LE MF NG OH

Dr Martyn Walker

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Policy

L M N O

Dr Glynn Jones

Professor Paul Miller

Dr Martin Purcell

Professor James Avis

Lyn Boyd

David Powell

Professional Identities

Dr Lisa Russell

Dr Wayne Bailey

Liz Dixon

Dr Liz Bennett

Mary Dyer

Jo McEvoy

Dr James Reid

Dr Julie Dalton

Dr Ann Harris

Professor Kevin Orr

Dr Ian Rushton

Dr Fiona Woodhouse

Judith Kidder

Debs Philip

Sarah Wiliamson

Kate Aspin

Louise Coverdale

Dr Ceri Daniels

Jean Hatton

Dr Samantha McMahon

Jane Mullen

Jean Palmer

Professor Pete Sanderson

Jane Wormald

hud.ac.uk/research/education

Our research themes and projects Early Years and Childhood Studies

Much of our research is directly linked to the provision of taught courses in the School of Education and Professional Development... for details of all of our courses visit hud.ac.uk/edu/courses Education, Childhood and Early Years Undergraduate study 2017-18

Primary/Secondary Education in Schools

Childhood Studies BA(Hons)

Educational Leadership and Management Further Education (FE), Post-Compulsory and Vocational Education and Training (PCET, VET), Work-based Learning (WBL), and Adult Informal Education

S ubject Specialist Pedagogy in Initial Teacher Education for Vocational Science, Engineering and Technology (ITE-VocSET), funded by The Gatsby Foundation

Early Years BA(Hons) TESOL (Top-up) BA(Hons) TESOL and Younger Learners (Top-up) BA(Hons) Education, Human Resource Development and Training (Top-up) BA(Hons)

Early Childhood Studies MA Leadership in Education and Public Services MA Learning and Development Management MA

Higher Education (HE)

Teaching in Lifelong Learning (Top-up) MA

Marginalised Young People, Unemployment and NEET

Technology Enhanced Learning Religion in Education Youth and Community Work Community Cohesion and Prevent

C ommunity Reporting Thresholds: Sharing information with authorities concerning violent extremist activity and involvement in foreign conflict, funded by the Centre for Research and Evidence on Security Threats (CREST) K irklees Prevent Education Training and Research Project, funded by Kirklees Council

History of Education

Religion and Education BA(Hons) Learning Support BA(Hons)

Education Studies and Continuing Professional Development Postgraduate study 2017-18

L iberal studies for vocational learners in further education: revisiting the student perspective, funded by The Society for Educational Studies

Teaching English to Speakers of Other Languages (TESOL)

Education and Professional Development BA/BA(Hons)

Higher Education MA Teaching English to Speakers of Other Languages (TESOL) MA Technology Enhanced Learning and Innovation MA Education MA

International Education MA

Education and Professional Enquiry MA

Action Research for Education MA

Teacher Training Undergraduate and Postgraduate study 2017-18 Primary Education (Early Years and Key Stage 1) BA(Hons) with QTS Primary Education PGCE with QTS Secondary Education PGCE with QTS Secondary Music Education BA(Hons) with QTS S econdary Religious Education BA(Hons) with QTS Lifelong Learning (pre-service/in-service) CertEd/PGCE/PGDipE

Youth and Community Work Undergraduate study 2017-18 Youth and Community Work BA(Hons) Youth and Community Studies (Top-up) BA(Hons)

Youth, Community and Guidance Postgraduate study 2017-18 Education and Youth Work Studies MA Youth and Community Work (Professional Studies) PgDip/MA Guidance (Professional Studies) PgDip/MA

hud.ac.uk/research/education

Sharing concerns about involvement in extremism HudCRES has recently been successful in gaining funding from the prestigious CREST (Centre for Research and Evidence on Security Threats) scheme through the Economic and Social Research Council.

The ‘Community Reporting Thresholds’ project is a collaboration between the University of Huddersfield and Victoria University of Melbourne, Australia. It seeks to replicate and develop ground-breaking Australian research carried out by Professor Michele Grossman on barriers for community members sharing concerns with public authorities about the involvement of an ‘intimate’ (close friend or family member) in extremism or travel to foreign conflict zones. Often close friends or family members are the first to notice an individual becoming involved in extremism but little is known about how they will react and both what would help and motivate them to share their concerns or what would worry them and prevent them from so doing.

The initial Australian research suggested that care and concern for the ‘intimate’ would be central to peoples’ decision-making, as well as helpful and responsive Police/public agencies and has led to significant changes in Policing and policy approaches. We hope that this new research can similarly lead to improved UK policy approaches to communities.

This new one year project will build on HudCRES’s track record of research with young people/young adults by focusing particularly on the views and feelings of British young adults aged 16-26 years old, as well as older people. Reflecting current risks of extremism and areas where extremism has been a real concern, it will focus both on Muslim-majority communities and mainly White, economically marginalised communities in the north of England and London and use scenario-based individual interviews. The Project is jointly-led by Michele and HudCRES’s Professor Paul Thomas and the research team includes Dr Shamim Miah (HudCRES) and Kris Christmann (School of Human and Health Sciences, University of Huddersfield).

Highly Commended We are pleased to announce that Shamim Miah’s recently published book, ‘Muslims, Schooling and the Question of Self Segregation’ published by Palgrave Macmillan (featured in our last newsletter) has been awarded a ‘Highly Commended’ prize for educational books published during 2015, by the Society for Educational Studies. “…very useful research that deconstructs taken for granted societal assumptions, labels and notions by providing up-to-date critical analysis of policies and practices regarding community cohesion and modern multicultural society. This is an important core text for academics and policymakers working on topics of multiculturalism, integration, British Muslim identity and social justice/equality.

The author’s academic arguments and grassroots insights provide robust and detailed explanations of British Muslim perspectives on education and British identity”.

Dr Shamim Miah

Sadia Habib, The Sociological Imagination, sociologicalimagination.org, January, 2016

hud.ac.uk/research/education

Get involved...

Come to an event (Dates are occasionally subject to change)

HudCRES organises regular Public Lectures, Seminars and International Symposia. Events are advertised through the University Events page hud.ac.uk/events (search for HudCRES, by title, or by date) and also on eventbrite.co.uk unless otherwise stated.

• Who cares about vocational education and training?

Pedagogy and pathways for the ‘overlooked middle’

Professor Kevin Orr, Professorial Inaugural Lecture.

• The experiences of newly qualified teachers

7 December 2016

nne Chappell, Director of Teaching and Learning in the Department of A Education, Brunel University London.

• Social Justice, local and global policy and adult literacy

1 December 2016

18 January 2017

Professor Lyn Tett, HudCRES Policy Research Group.

• Institutional interaction & Race in Education: Opening doors or closing opportunities?

Professor Paul Miller, A seminar of the BELMAS Race and Leadership Research

31 March 2017

Interest Group. Book via BELMAS: www.belmas.org.uk/Rig-RL

• Dealing with Difference: Journeys through time and space

6 April 2017

Professor Pete Sanderson, Professorial Inaugural Lecture.

• School of Education and Professional Development/ HudCRES Research Conference

4 May 2017

• International Symposium: Vocational Education and Training, Race and Ethnicity

5-6 June 2017

• Phone Clones: The authenticity work of transnational call centre workers in India

6 June 2017

iran Mirchandani, Associate Professor in the Ontario Institute for Studies K in Education at the University of Toronto.

• International Symposium: Theorising Childhood

19-20 June 2017

Join our mailing list Send an email to HudCRES@hud.ac.uk stating whether you would like to: • Receive notification of HudCRES events by email • Receive a copy of the HudCRES newsletter by email • Receive a copy (or multiple copies) of the HudCRES newsletter by post – please give your full postal address.

Contact us HudCRES@hud.ac.uk

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+44 (0)1484 478249

@HudCRES

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