Conference Reports
BeLiFS team March 2012
ESRC Researcher Development Initiative Workshop (RES-046-25-0004) 10th March
With the purpose of benefitting doctoral students and early career researchers, the eleven members of the “Becoming literate in faith settings: language and literacy learning in the lives of new Londoners” (BeLiFS) project explored the challenges faced in entering and collecting data in migrant faith settings. This “Multilingualism in faith settings: research perspectives” workshop was a collaboration between the MOSAIC Research Centre, University of Birmingham and the Centre for Language, Culture and Learning, Goldsmiths, University of London.
Participants from a variety of universities in Belgium, England, Japan, Kazakhstan, Spain, The Netherlands and Wales as well as the UK attended the seminar and contributed to lively discussions on issues of access and methods in researching children’s literacies in faith settings, faith lessons and homes. Here are some of the comments on the day:
"Thank you for a friendly meeting with good progression of items that led us through the research process as if participating ourselves."
“A fantastically insightful day.”
"The experience and professionalism of organisers shines through. This was a very good event."
"Thought provoking and extremely engaging sessions highlighting a project that is very innovative."
"Stimulating ideas and discussions that have opened up an interesting approach to access and methodology."
"The content was very interesting. The field narratives was an interesting twist on how narratives are usually used."
To find out more about the BeLiFS (RES-062-23-1613) project and the four participant faith communities (West African Pentecostal, Polish Catholic, Bangladeshi Muslim and Tamil Hindu), please visit www.gold.ac.uk/clcl/belifs.
NAEYC conference November 2011
Betty was invited for the third year in a row to a history seminar to present her historical research investigating the contributions of Margaret McMillan to the field of early years education. She presented her findings on the development of the Rachel McMillan Teacher Training College and compared it to our contemporary early years education programmes (in England and the United States) to analyse the similarities and differences between the curriculum and pedagogy. This is especially timely as the Tickell Report has been released in England, advising changes for the early years education and a draft of the Statutory Framework for the Early Years Foundation Stage has been disseminated for consultation.
Goldsmiths University of London assumed responsibility for educating early years teachers from the Rachel McMillan Teacher Training College in 1977 when it shut down. The history of the Goldsmiths early years programme is directly linked to the McMillan sisters’ philosophy of education and care for young children and Betty’s research seeks to understand how and whether our programme continues to honour and perpetuate the practice espoused by the McMillan sisters. Further, the founding of early years education in the United States was in part influenced by the McMillan sisters in that they educated some of the women who established nursery and pre-school education there at the turn of and early into the last century. As early years professionals and educators, we need to critically analyse what and how we teach and on what principles we base our theory and understanding.
What is art and design pedagogy? International Journal of Art and Design Education with Chester University, Conference - The Centrality of Art, Design and Performing Arts to Education 7th October 2011
In the current socio-economic and political context this question is more relevant than ever before. This question was asked of 30 PGCE Art and Design students and two art and design education lecturers (artist researchers teachers learners), who responded through written, visual and audio dialogues. This resulted in an articulation of their positions, theories and philosophies related to contemporary art and design pedagogic practices. This question, is as important as the individual and collective answers, as critical pedagogues, Freire, hooks, Shor and Giroux, assert that questions are the foundation of all learning and it is only through these critical practices that we can strengthen our ways of knowing and create emancipatory learning environments where we can actively participate in the transformation of our world.
Poetry Matters - ESRC Seminar Series: Seminar 3, 12th - 13th September 2011, University of Leicester
Poetry pedagogy 3: supporting the intellectual and aesthetic development of all learners through poetry:
Vicky Obied presented a paper at the seminar series entitled: 'Developing poetry pedagogy for EAL learners within inclusive intercultural practices.'
This paper investigated the premise that literary texts use language in aesthetic, imaginative and engaging ways that have considerable potential to extend the learning of bilingual pupils. It drew on research findings from a year-long qualitative study (2009-2010) that examined the value of developing pedagogic practices for bilingual learners at the interface between language and literature. The preparedness of PGCE Secondary English students to teach poetry, teach EAL learners, and develop intercultural practices was the focus for this paper. It also debated existing relationships between language, power and pedagogies and looked at pressing questions that arise when teaching poetry in inner-city London schools. The paper also reflected on student teachers' own poetry research in schools and how this has encouraged them to explore alternative pedagogies and new ways of teaching. These student-teachers understood the complexity of learning poetry in schools and developed a more personal stance towards theories underpinning plurilingualism and intercultural communication, creating a deeper knowledge of poetry pedagogy.