CERES Conference 2017
There are limited places remaining at CERES Conference 2017, Activism and Antiracism in Education: telling our stories, taking place at Paterson’s Land, University of Edinburgh on Thursday 15th and Friday 16th June 2017.
Places are free but booking is required. Please book your place here.
Anti-Islamic Abuse in Schools
A new report, published by Scotland Against Criminalising Communities, has shown that anti-Islamic abuse in Edinburgh schools has reached worrying levels.
As part of its 3rd International Conference, CERES is offering all teachers and student teachers the opportunity to learn more about identifying and challenging Islamophobia. Details of our free CPD workshop is available here and to book your place please email email@example.com.
Symposium: Language, Literacies and Diverse Classrooms
At the end of March 2017 we held a symposium, funded by The Bell Foundation and Unbound Philanthropy, on ‘Languages, Literacies and Diverse Classrooms’. The event included international speakers and presentations featuring new and emerging research on language, literacy and education, and concluded with a Q and A session with the key speakers.
If you would like any further information about the research presented please get in contact with us at firstname.lastname@example.org.
Response to Inquiry into School Bullying
Moray House School of Education, University of Edinburgh, has submitted a written response to the Scottish Parliament Equalities and Human Rights Committee’s Inquiry into School Bullying.
Rowena Arshad, CERES Co-Director, was a co-author of the submission, and the response draws on findings from recent CERES research projects as well as our recent professional seminars with teachers and schools leaders and participation in the Independent Advisory Group on Hate Crime, Prejudice and Community Cohesion.
See below to read the submission in full or click here to download.
Race Equality and Scottish School Education
CERES, in partnership with the University of Glasgow, the Educational Institute of Scotland (EIS), and the University of Edinburgh’s Teacher Education Partnership, has held a series of seminars and a one-hour webinar on “Race Equality and Scottish School Education”. The webinar and associated research briefing can be accessed below.
The webinar includes a presentation from Dr Rowena Arshad, Head of School for Moray House School of Education, University of Edinburgh, and Dr Marta Moskal, School of Education, University of Glasgow, and also presents video clips from academics and practitioners highlighting some of the key themes and examples for practice.
The webinar and briefing draw on research on black, minority ethnic, migrant and refugee young people from the period 2004-2016 conducted by CERES and their partners, particularly Newcastle University and University of St Andrews, and also from academics associated with Glasgow Refugee Asylum and Migration network (GRAMNet). The research serves to highlight recurring themes which teachers and managers could usefully reflect on as they take forward the indicators in How Good Is Our School 4 and the development of their own professional standards.
Further information about some of this research with BME young people can be accessed on Newcastle University’s website here: https://research.ncl.ac.uk/youngpeople/.
The webinar begins 1 minute in.
On the Hideous Whiteness Of Brexit: “Let us be honest about our past and our present if we truly seek to dismantle white supremacy”
Akwugo Emejulu, Senior Lecturer at the University of Edinburgh, examines how white supremacy has operated before and after the UK’s EU referendum and argues that the visibility of racism following the Brexit vote must not obscure the conditions for its possibility. Her co-authored book, The Politics of Survival: Minority Women, Activism and Austerity in France and Britain is forthcoming with Policy Press.
Read the full article here
Internationalising the Higher Education Framework
This project was commissioned by the Higher Education Academy (HEA) and conducted in partnership with CERES as part of the HEA Strategic Enhancement Progamme’s work on the theme of ‘Internationalising the Curriculum’. The study explored how staff and students understood, and envisaged the deployment of, the HEA Internationalising Higher Education Framework document. There was particular focus on individuals’ understanding of the language and concepts of the framework, and how they envisaged the framework as relating to their day-to-day learning, teaching and social interactions within higher education.
The project authors are Dr Charles Anderson, CERES Co-Director Dr Rowena Arshad, and Jonathan Hancock.
You can view and download the report below. Further information is available on the HEA’s website.
Policy, pedagogy and pupil perceptions: EAL in England and Scotland
This project aims to give EAL learners a voice in shaping and informing their learning opportunities and experiences and to identify ways in which their perceptions can be used to improve their learning experiences within UK schooling. The research was commissioned by The Bell Foundation and conducted by researchers at the University of Edinburgh and University of Reading.
The Executive Summary and Full Report are available to view and download below.
Moray House School of Education issues Election Briefings
The Moray House School of Education has issued a series of briefings ahead of the Scottish Parliamentary Elections on 5th May 2016. You can access the full list of briefings here.
Read about the Experience of Minority Ethnic Young People in Scotland: Issues for Education
This study draws from the three-year AHRC-funded project led by Professor Peter Hopkins (University of Newcastle) with Dr Gurchathen Sanghera (University of St Andrews), CERES Co-Director Dr Rowena Arshad (University of Edinburgh), and Dr Kate Botterill, Senior Research Fellow (formerly University of Newcastle and now at Edinburgh Napier University).
Scottish Government publishes Race Equality Framework
The Scottish Government has published a Race Equality Framework which sets out their approach to promoting race equality and tackling racism and inequality between 2016 and 2030.
New CERES Briefing
Exploring Young Children’s Social Identities: Performing Social Class, Gender and Ethnicity in Primary School
Dr Marlies Kustatscher, University of Edinburgh
This briefing summarises the findings from CERES Co-Director Marlies Kustatscher’s PhD research conducted as part of her doctoral studies at the University of Edinburgh between 2010-2015.
This study is based on an ethnographic research with a group of approx. 25 children aged 5-7 in a primary school in a Scottish city. The research explores how young children live their social identities in the context of a primary school. In particular, the project investigates the significance of social class, gender and ethnicity in the children’s identities and relationships.
While young children are sometimes seen as ‘too innocent’ or ‘too naïve’ to be concerned about these issues, this research showed that children are aware of general ideas and stereotypes about class, gender and ethnic identities. They also actively contribute to how such ideas and stereotypes come to be constructed and contested. This raises implications for education practitioners and policy makers to actively challenge intersectional inequalities in schools, and to involve children themselves in discussions about this.
Final AHRC Project Report Published
Faith, Ethnicity and Place: Young People’s Everyday Geopolitics in Scotland
A research project focussing on the experiences of ethnic and religious minority young people has been published. The research was conducted by Newcastle, St Andrews and Edinburgh Universities from 2013-2015. It explores the experiences of young people growing up in urban, suburban and rural Scotland, focussing on everyday geopolitics and patterns of Islamophobia among ethnic and religious minority young people. Everyday geopolitics describes the way in which international, national and local issues (economic, political and social) shape, and are shaped by, people’s everyday lives in different contexts.