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Challenging inequities. Social Justice and Inclusive Education

Selected Projects

Knowledge Transfer Partnership 2008 - 2010: A transferable, robust holistic educational model for girls with complex special educational needs (related to behavioural, emotional and social difficulties) Research Team: Melanie Nind, Gill Clarke and Georgina Boorman This two year project is part-funded by government through the Economic and Social Research Council. The partnership, between university academics and The Serendipity Centre, a local school for girls with complex individual needs, is concerned with designing and articulating a transferable, robust holistic educational model. The emergent model will address the girls’ educational needs and their social exclusion; it will be critically informed by research evidence on gender and inclusion/ exclusion, both previously published and new to the project. The girls, who are excluded from the mainstream because of behavioural, emotional and social difficulties, are actively participating in generating the knowledge base through their engagement in digital, visual research methods. ESRC Seminar Series 2005-2007: Concepts of access for people with learning disabilities: Towards a shared understanding Research Team: Melanie Nind and Jane Seale This project involved the organisation of a series of six invited seminars with the aim of advancing, through inter-disciplinary debate, a shared theoretical framework and understanding of the concept access for people with learning difficulties. A key objective of the seminar series was to bring together, in ongoing, focused discussion, people with learning disabilities, a range of practitioners including educators

and health professionals, advocacy groups and rights campaigners, and new and experienced researchers. Using inclusive and participatory approaches where everyone’s contribution was valued, the seminar series presenters and delegates engaged in a shared questioning of the concept of access addressing questions such as: Access for what purpose? How do people experience access? What is worth accessing? What kind of access do people with learning disabilities want? How can access be enabled and evaluated? One of the key outcomes of the seminar series was the development of a new and emergent conceptual framework, incorporating concepts of positive risk taking and resilience. LEXDIS: Disabled learners experiences of e-learning 2007-8 Research Team: Jane Seale (with Mike Wald and E.A Draffan from School of Electronics and Computer Science) This JISC funded project employed participatory research and design methods to explore the e-learning experiences of disabled learners within one university. The overarching aim of the project was to increase our understanding of how disabled students use technologies to support their learning; the perceptions they have of the value and role that technologies play in learning and the strategies disabled students employ to enhance or support their use of technologies. The results of the project revealed important information about the digital agility of disabled students as well as the complex decision-making processes they sometimes undertake regarding the potential advantages or disadvantages of using technologies. These results have informed current debates regarding the conceptualisation of digital inclusion in higher education.

The Centre for Social Justice and Inclusive Education The Centre for Social Justice and Inclusive Education seeks to explore issues of equity, entitlement, access and participation in education. Our research, which is both national and international, seeks to develop knowledge, theories and methods that can transform both practice and policy and as a result challenge barriers to inclusion; extend opportunities for social justice and contribute to equality of opportunities and outcomes for all learners.

Research and Areas of Expertise -A  ccess and participation

We are interested in the experiences of all groups and individuals who are marginalised because of structural inequalities, but rather than examining dimensions of difference as disparate, we are concerned with the intersections and connections between them. Hence the focus is on collaborative and inter-disciplinary work drawing on our expertise in different areas. Our main aim is to examine the complexities and nuances of the educational and life experiences of individuals and groups who are socially excluded and remain marginalised.

-Y  outh work in ‘contested’ societies and spaces.

-B  ullying, social inclusion and well-being -D  igital inclusion - I dentity, voice and narratives - I nclusive pedagogies - I n/visibility, space and body

Members of the centre are also active in developing and applying research methods that promote equity, voice and participation. These include: -A  ction research -B  iography -L  ifestories and narratives -C  ommunity development work -E  thnography, Participatory methods -V  isual methods & image based research

Postgraduate research students attached to the Centre are researching a range of topics including: - Strategies used by dyslexic students when preparing for university exams - Biographical narratives from a community IT “hub” - The play of children with autism in inclusive early years settings - Learners’ perspectives and language on difference - The experiences of caregivers of young children with learning difficulties - The transition from primary to secondary school of children who are looked after - Resilience, gender and behavioural difficulties

A strategic approach The research landscape has shifted significantly in recent years, and the need to address today’s big societal issues is a strategic focus for government, research councils, business and industry. In order to tackle these issues, we are developing cross faculty, multidisciplinary approaches to our research collaboration that bridge the conventional boundaries between disciplines. Partnerships with government and industry We work in partnership, at both national and international level, with government, industry, schools and other universities to break new ground in our discipline. Our academic staff members make valuable contributions in this respect, advising professional bodies, policy makers and the academic community, and bringing synergy to work in the field.

- Constructing the other: the identity development Additional centres of research of 14-19 year old same sex-attracted teenagers in Other groups in the School of Education include British schools and colleges the Centre for Leadership, School Improvement - Social workers’ lives and identities: a biographical and Effectiveness, the Centre for Professional Practice and Pedagogy, the Centre for Lifelong study of female social workers and Work-related Learning, and the Centre for - The narratives of online memorial sites for Mathematics and Science Education. individuals bereaved by suicide: a biographical study - Bilingual learners and dyslexia (Arabic and English). Members of the Centre also contribute to the newly developed Masters in Social Justice and Inclusive Education.

Our staff

Dr Jane Seale (Centre Head) Research Interests Access and Inclusion for adults with learning difficulties; digital inclusion; inclusive learning and teaching in higher education; e-learning and accessibility; assistive technologies, participatory research methods.

Professor Melanie Nind Research Interests Action research; autism; emotional well-being; ethics and politics of research; inclusion; inclusive learning & teaching environments; inclusive pedagogy; inclusive research; interactive pedagogy; learning difficulties; mental health; special educational needs.

Dr Ghazala Bhatti Research Interests Bilingualism and language issues in primary schools; children’s voices; comparative education research; educational achievements of children from minority ethnic backgrounds; ethnography; faith based schools; gender, social class and their effects on education; identity issues; inclusion; parents’ role in education; racism in education; research with South Asian communities- children/youth/adults; social justice.

Dr Jasmine Rhamie Research Interests Academic achievement of African Caribbean’s in the UK; ethnic minority families, communities and their relationships with schools; school transition issues, particularly in relation to ethnic minorities; the effectiveness of teacher coaching; the impact of emotional literacy resources in schools.

Dr Gill Clarke Research Interests Biography and narrative; life stories: women war artists and Women’s Land Army; sexuality and gender issues. Dr Alan Grattan Research Interests Action Research - including peer and participatory research; community development work – especially communities in conflict and post conflict environments; oral histories and biographies – especially relating social movements; sociology of politics – especially political ideologies, issues of equality, diversity and identity; youth work especially young people and political participation, youth work in ‘contested’ societies and spaces.

Dr Keira Sewell Research Interests Bullying in schools and HEIs; Image-based research; Pupil voice Alex Woodgate-Jones Research Interests Including trainee teachers in communities of practice in schools intercultural education in English primary schools (in modern foreign language policy; emotional well being-teachers and children; teacher voice, identity and experience. Dr John Woollard Research Interests Metaphors and pedagogy; teaching difficult concepts in ICT and computing visual literacy and the human computer interface; images of the internet e-safety - developments in initial teacher education.

Selected recent publications

The following list of publications has been selected as illustrative of the wide range of research being undertaken by members of the SJIE research centre. Understanding and promoting access for people with learning difficulties: seeing the opportunities and challenges of risk.

Bullying and the postgraduate trainee teacher: a comparative study, Sewell, Keira, Cain, T, Woodgate-Jones & Srokosz, A (2009), Journal of Education for Teaching: International Research and Pedagogy, Volume 35, Number 1, February 2009 , pp. 3-18(16)

Seale, J and Nind, M (eds.) (2009), London, UK, Routledge, 208pp. (Education/Special Educational Needs).

The school experiences of same-sex attracted students in the 14- to 19- year-old secondary sector in England: within and beyond the safety and tolerance framework.

Eagles who soar: how Black learners find the path to success.

Jones, Roger and Clarke, Gill (2008) Journal of Gay and Lesbian Social Services, 19, (3/4), 119-138.

Rhamie, Jasmine (2007), Stoke on Trent, UK, Trentham Books, 140pp.

Learning behind bars: Education in prisons

Insiders, Outsiders and Others: Gypsies and Identity. Bhopal, K and Myers, M (2008) Hertfordshire: University of Hertfordshire Press. ‘Until yesterday we lived together - Do juce smo zivjeli zajedno’: Youth and community development in Northern Ireland & Bosnia-Herzegovina.

Ghazala Bhatti (2010), Teaching and Teacher Education, Volume 26, Issue 1, Anthropological Perspectives on Learning and Teaching: Legitimate Peripheral Participation Revisited, January 2010, Pages 31-36 Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference?

Woollard, J., Wickens, C., Powell, K & Russell, T Grattan, Alan, Zhunich, Marina and McMullan, Martin (2009), Volume 18, Issue 2, pages 187 - 200 (2009) In, Howson, Carlton and Sallah, Momodou (eds.) Europe’s Established and Emerging Immigrant Communities: Assimilation, Multiculturalism or Integration. Stoke on Trent, UK, Trentham Books, 79-80. +44 (0) 23 8059 3475

Centre for Social Justice and Inclusive Education 2010  

Challenging inequities. Social Justice and Inclusive Education Research and Areas of Expertise - Access and participation - Bullying, social...

Centre for Social Justice and Inclusive Education 2010  

Challenging inequities. Social Justice and Inclusive Education Research and Areas of Expertise - Access and participation - Bullying, social...