Welcome to the
ERG 2023-24 Programme
The programme runs from January 2024.
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For Enquiries;
Manuel Souto-Otero souto-oterom@cardiff.ac.uk
Fay Cosgrove cosgrovefh@cardiff.ac.uk
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A huge thank you to Faisal Al Balushi who has stepped down from the ERG admin role as he has finished his PhD. Fay Cosgrove has taken his place supporting Manuel Souto-Otero.
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What's On in 2024?
Jan 17th
Prof. David James
Cardiff University
Reconceptualising lifelong learning in the ‘fourth industrial revolution’
Glam/S/0.81 & Online
Mar 18th
Dr. Pablo Scotto Benito
Department of Political Science and Law, Universitat de Barcelona
Work as an evolving thick concept
Glamorgan - 1.72 & Online
Feb 20th
Prof. Simon Marginson
University of Oxford
What is the contribution of higher education in England and Wales to public good and can this be transformed?
Glam/Committee Room 1 & Online
Mar 20th
Dr. Malcolm Richards & Dr Sarah Whitehouse
UWE
De/colonising education relationships & curricula
Glamorgan - 1.64 & Online
TBC
Prof. Birgit Apitzsch & Prof. Manuel Souto-Otero
Rurh University Bochum and
Cardiff University
The future of education and work in Germany
Feb 28th
Dr. Nicola Morea
University of Reading
Creating a multilingual dimension in the classroom: opportunities & challenges
Glamorgan -1.31 & Online
TBC
Prof. P. Brown
Cardiff University
The future of work
Glamorgan - 1.61 & Online
Jan 17th
Reconceptualising lifelong learning in the ‘fourth industrial revolution’
Dr David James, Cardiff University
Feb 20th
What is the contribution of higher education in England and Wales to public good and can this be transformed?
Prof. Simon Marginson, Oxford University
Feb 28th
Creating a multilingual dimension in the classroom: Opportunities and challenges
Dr Nicola Morea, University of Reading
Mar 18th
Work as an evolving thick concept
Dr Pablo Scotto Benito, Universitat de Barcelona
Mar 20th
How a Funds of (Racial) Identity approach can inform an de/colonial relationship in education: curricula, pedagogy, and resolution (CPR).
Dr Malcolm Richards & Dr Sarah Whitehouse, UWE
Children of Black and minoritized ethnic backgrounds are continually facing barriers within compulsory schooling which are having severe impacts on both outcomes and experiences. All educators, whatever their racialized position, will have been influenced by coloniality, but the work to be done to understand how one embodies colonial forms of education, and to begin de/colonising education relationships and curricula. This paper draws on research with c. 90, 10–11-year-olds and their teachers in Bristol, UK. In our attempts to engage with praxis towards de/colonising relations, we consider how a Funds of Knowledge approach that is specifically informed by racialised identity, can inform anti-racist practice through dimensions of curriculum, pedagogy, and resolution in school. Drawing on focus group interviews with c.90, 10- and 11-year-olds from three diverse schools in Bristol, UK we connect the conceptual frameworks of Funds of Knowledge with racialised experience. Practically, this study also contributes to our understanding of the unique position of 10-11-year-olds in the context of racial identity. Academically, this work adds to literature pertaining to school journeys towards decolonising relationships in education and curriculum with the unique perspective of children and teachers.
Key words: de/colonising education and curricula, teacher, primary school, funds of racialised knowledge, UK, focus groups, race, children.
Bio:
We come to this work as two scholars with different life experiences. Malcolm is a Black male based in Devon, who was born in London to African parents of Caribbean descent. Sarah is a White-Welsh woman based in Wales, born into a working-class family. We have worked together in academia since 2022. To quote Pirbhai-Illich and Martin (2021), as teacher educators, we have witnessed (and participated in) practices which continue to re-inscribe white dominance. In our efforts to promote anti-racist and social justice informed teaching practices, we draw on a wealth of different theories: critical pedagogy; critical race theory (CRT); postcolonial and de/colonial theories, and creative approaches as part of our differing onto-epistemologies.
Calling all PGR students …
Present Your Work at Cardiff’s Educational Research Group Session
a platform for collaboration, growth, and knowledge sharing
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Why Should You Join Us?
Cardiff's Education Research Group are holding a PGR Mini Conference on the afternoon of May 22nd, 2024. It is being organised by and for education PGR students and will take place within the supportive environment of the ERG. The event will be hybrid (in person and online) and is open to any PGR on an education pathway.
Come along and practise presenting your research. You are welcome to present your work at whatever stage it is at, you don't need a completed project. You may present on your literature, methods, results, and/or conclusions. Fellow PGRs and more experienced academics will be available for questions and further discussion giving you a chance to deepen your thinking and upskill yourself in the communication of your research.
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Contribute to the collective progress of educational research in the School of Social Sciences: PGR researchers are an essential part of the education community. We encourage you to participate, share your research and inspire others.
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Showcase Your Expertise: Presenting your research at our conference is a chance to shine a spotlight on your work. You'll have about 15 minutes to share your findings, insights, and contributions to the field. It's the perfect platform to demonstrate your expertise in a supportive environment.
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Receive Constructive Feedback: At this session, you'll have the opportunity to receive feedback and suggestions from academics and fellow PGR researchers. Constructive critique can help you refine and improve your work - we are all familiar with the challenges of PGR work!
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Networking and Collaboration: Connect with peers who share your passion for educational research. Establish valuable connections that could lead to future collaborations or joint research projects.
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Enhance Your Presentation Skills: Presenting your research is not just about sharing your plans or findings; it is also an opportunity to enhance your presentation and communication skills. Gain experience and confidence that will serve you well in your professional journey.
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Email cosgrovefh@cardiff.ac.uk to submit your abstract by the 29th February, 2024
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PGR Mini Conference - 22nd of May, 2024
PGRs from around Wales will be presenting their work.
Darius Klibavicius, Cardiff University (klibaviciusd@cardiff.ac.uk)
Pupils’ Participation in Curriculum Design: A Children’s Rights Perspective
The presentation focuses on pupils’ experiences of and their involvement in the ongoing school curriculum reform in Wales. As opposed to the prevalent childhood theories based on cognitive development and socialization, children here are seen as right holders, agents of change, and decision-makers in matters that affect them (UNCRC Article 12). This presentation draws on the qualitative data that were generated from the PhD multiple case study with primary schools in Wales, including observational data and semi-structured interviews with 7–11-year-old children and adults (teaching and support staff). The initial findings suggest that pupil engagement in curriculum design is limited due to the power imbalance – although adults act in children’s ‘best interests’, they often tend to rely on their professional judgment and authority rather than on children’s priorities and perspectives. Similarly, there are several hurdles for children to be consulted on the national level alongside other stakeholders; thus, the New Curriculum for Wales provides the scope for children to co-operate as co-designers in their classroom or school (local level) curriculum making. By and large, the New Curriculum for Wales attempts to shape pupils’ education and futures but, in return, it has the potential to be shaped by pupils’ voices and participation. Ultimately, the presentation concludes that pupil participation in a bottom-up (grassroots) curriculum design is a complex social process, largely underpinned by human rights education, pupil voice practices, democratic participation, and citizenship in action.
Huw Berry-Downs, Cardiff University (downshj@cardiff.ac.uk)
Comfort Zones, Rivers of Change, and the Dark Isles: speculative fabulation and queerer worlds in Relationships and Sexuality Education
This presentation is inspired by feminist and queer post-qualitative conceptualisations of speculative fabulation as an approach to qualitative research methods with young people in schools (Luciano and Chen 2015; Haraway 2016; Truman 2016, 2019), in the context of the Welsh Relationships and Sexuality Education curriculum (Welsh Government 2022). It draws on multi-modal moments with one participant in my doctoral research which, among other participatory and creative methods, used speculative fabulation to open up the ‘more-than’ (Manning 2013) of subjectivity, gender identity, and sexuality in schools. I will discuss the way in which speculative fabulation emerged as a method, and how the participant was supported to imagine ‘other… queerer worlds’ (Luciano and Chen 2015, p. 188) with map-drawing, narration, and queer fabulation. I will argue that the process of queer and feminist speculative fabulation opens space for the emergence of new understandings and becomings of young people’s experience of relationships, gender, and sexuality in education.
Karen Zecca, Cardiff Met (st20239012@outlook.cardiffmet.ac.uk)
Innovative Strategies for Advancing Equity, Diversity, and Inclusion in Physical Education: Creation of the Diverse Model of Disability and Subsequent Training Workshop for Teachers
Given the increasingly intricate web of societal intersections, there is an urgent call for a paradigm shift to better cater to the needs of individuals with disabilities. This research introduces the "Diverse Model of Disability" (DMD), diverging from conventional perspectives by embracing a comprehensive approach to conceptualise disability. By recognising the intricate interplay among factors such as medical requirements, societal hurdles, cultural norms, gender identity, religious beliefs, sexual orientation, embodiment, and socioeconomic status, the DMD offers a more nuanced depiction of the multifaceted experiences shaping the lives of individuals with disabilities.
While both the new Diverse Model of Disability and the social model strive to advance inclusivity and social justice, they diverge in their focus and breadth. The social model predominantly centres on understanding disability as arising from societal barriers (Oliver, 1996), whereas the DMD delves into how disability intersects with various facets of identity, shaping individuals' experiences and opportunities. While the social model underscores the importance of addressing societal barriers, aligning with the goals of inclusive education (Shakespeare, 2006), it may overlook the intersections of learners' lives which can influence a learners’ ability to fully access meaningful Physical Education (PE) lessons.
The DMD not only provides a theoretical framework but also offers practical guidance for developing inclusive practices, adaptive strategies, and supportive policies within the realm of sports and PE. By inviting teachers to challenge their beliefs and promote environments that celebrate diversity, the DMD encourages full, ideally integrated, participation regardless of perceived abilities.
During my EdD research, I designed a workshop tailored for student PE teachers to serve as a practical implementation of the DMD, integrating it into teaching methodologies through group work and reflective discussions. This innovative training initiative facilitates collaborative learning environments, where participants share insights on applying the DMD within their teaching practices. Reflective discussions further deepen their understanding of intersectional issues, enabling them to tailor their approaches to be more inclusive and responsive to the diverse needs of students with disabilities.
I piloted this session with over 60 PGCE student teachers, receiving overwhelmingly positive feedback from both students and senior course leaders. They stressed the importance of such training in teacher education. This success underscores the transformative impact of the workshop on teachers’ perspectives and practices. It fills a recognised gap in teacher training, highlighting the necessity of initiatives like these for fostering inclusive learning environments.
The subsequent phase of this research involves conducting a focus group with the same student cohort to assess the implementation of the training they underwent in practical settings. Following this, I will incorporate this workshop into my main study during the 2024/25 academic year, targeting the next PGCE student cohort. There is potential to enhance and extend this workshop, with the aim of allocating more curriculum time to delve into its content in greater depth.
Maymouna Al-Kalbaniya, Cardiff (al-kalbaniyamm@cardiff.ac.uk)
Exploring the perceptions of teachers, parents and headteachers concerning parental involvement (PI) in children’s learning in (Basic Education Cycle2) schools in Oman, during and pre Covid-19.
Motivated by the central role that parental involvement plays on the overall development of students, this research will investigate parents’ and school educators’ perceptions regarding parental involvement in Basic Education schools (aged 9-15) in Oman with the existence of Covid-19 pandemic. Moreover, this study is looking to explore the relationship between parental involvement level with variables like parents’ social, cultural, and economic characteristics in the Omani context.
The following questions arise and will be examined:
1. How do teachers/ headteachers perceive PI with learning pre- and throughout-pandemic?  
2. How do parents from different social backgrounds perceive PI with learning pre- and throughout-pandemic?  
3. What role did technology have in facilitating PI with learning during the pandemic?
4.  What lessons can be learned from the experiences of parents, teachers, and headteachers during the pandemic to develop effective PI strategies and policies within Oman?
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This study draws upon key theoretical ideas related to social and cultural capital and consider education in general and parental involvement; this is by developing understandings of how different socio-demographic factors affect the practice of engaging/disengaging parents in children’s learning. Further, a pragmatic approach is adopted in this study that relies on a version of abductive reasoning.
In light of achieving the main objectives of this study and to answer the proposed questions, two methods for data collection have been created, which included a close-ended questionnaire and a semi-structured interview for teachers/ headteachers and parents.
Rhiana Murphy, Cardiff University (murphyrc2@cardiff.ac.uk)
Decision-Making in diverse Socio-economic contexts: Unravelling Teachers’ Experiences of Enacting the Curriculum.
Introduction
Global curricula reforms are positioning teachers as agents of change after decades of de-professionalisation brought on by prescriptive neo-liberalist policies. However, research studies indicate that there is a relationship between socio-economic context and the curriculum decisions a teacher makes. This correlation indicates that schools in more deprived areas tend to provide students with a narrower curriculum (Shapira and Priestley 2018: 2019; Power et al. 2020; Humes and Priestley 2021; Nieveen and Kuiper 2021). Within a context of increased teacher agency, a question arises: will there be an increased divergence in educational experience and opportunity.
Aim
This research project aims to investigate how teachers are experiencing and achieving agency in different socio-economic contexts. This is a study of teachers' experiences of curriculum enactment in the context of Welsh state primary schools.
Methods
Defining agency as an emergent and temporal phenomenon, it is important that the research project collects teachers’ lived experiences, focusing on their past experiences, present situations and future aspirations. This study uses a narrative case study approach, which will consist of the following methods: document analysis, lesson observations and narrative teacher interviews.
Results
It is expected that the study will find connections between teachers’ past experiences, current situations and future aspirations with their use of agency and differences between schools in diverse socio-economic contexts.
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Conclusion
Findings from this research study could offer insights and develop a deeper understanding of teacher agency. As Welsh education reforms replicate global trends (increasing teacher agency, reducing prescription, promoting learner-centrality and the development of competencies), this study will be able to identify how these types of reforms are put into place in the classroom and impact on teachers’ practice.
Suzie Pugh, Swansea University (suzannah.pugh@swansea.ac.uk)
Framing Developing Narratives of Pedagogic Frailty: Open Dialogue and Safe Spaces
This presentation offers findings from doctoral research undertaken in a Welsh University which explores staff perspectives on their role, relating to strengthening and constraining factors on teacher development.
By locating the study within Kinchin’s Pedagogic Frailty framework (Kinchin, 2015), the research seeks to understand the connectedness (or lack thereof) between: regulative discourse; pedagogy and discipline; the research-teaching nexus and locus of control. In a sector where the discourse of teaching excellence and competitiveness creates tension for institutions to promote themselves as centres of success, the concept of pedagogic frailty poses a significant disjuncture. This could be perceived as particularly contentious when considering frailty to be the accumulative decline in a range of factors, resulting in increased vulnerability, a loss of adaptability and an inability to embed responses to change at a time of stress (Kinchin & Winstone, 2017).
Early findings from two qualitative data sets (questionnaires and semi-structured interviews) will be presented, with an exploration of respondents’ views on themes such as teaching communities, values, sector culture, reward and behaviours. It offers a discussion on emerging patterns of concern relating to the growing pressure to innovate and achieve teaching ‘excellence’ as well as investigating the optimistic attitudes towards teaching held by many colleagues.
Fay Cosgrove, Cardiff University (cosgrovefh@cardiff.ac.uk)
Maths Anxiety in Primary School Teachers: Measuring ‘Groupishness’
This presentation outlines the beginnings of a PhD focused on maths anxiety in the primary teachers of Wales. More than a dislike of maths, maths anxiety interferes with the manipulation of numbers in ordinary and academic situations. Teacher maths anxiety is negatively correlated with pupil maths attainment, even when pupil beginning of year maths knowledge and teacher maths ability are controlled for. Aiming to develop and validate a new bilingual psychometric scale for teacher maths anxiety, this presentation focuses on how teachers’ own conceptions of maths anxiety were captured and assessed. Using a survey novel adaptation of The Imitation Game, called an Iterative Survey, elements of the group experience were collected and their ‘groupishness’ quantified. Samples of initial data are presented, illustrating how a pool of potential scale items has been developed. The presentation closes with practical considerations regarding recruitment of teacher participants, their engagement with the method and the degree of representativeness achieved through randomisation.