The stubborn persistence of racism: confronting racial inequality through education and action

Conference dates: Wednesday 24th June (evening) to Friday 26th June 2015
Find us on the Sociolinguistics Events Calendar.

Conference venue: John MacIntyre Conference Centre, University of Edinburgh.

Conference Programme: The full  programme is available here.


CERES Conference offers Professional Learning Opportunity: Teacher activism – learning from success

Thursday 25th June 1.30 – 3pm

This three-part session invites participants to look at the experiences of pupil and teacher activists working to bring about change. The organisers start from the idea that children can develop complex understandings of human rights issues by relating their own lives to those of other children. Participants will be able to discuss a success story in Scottish activism to see what learning can be transferred to other issues. Following this, we will consider the use of a short media collage to present the practical example of Palestinian children living under military rule and discriminated against because of their identity. This sessions draws from the efforts of the fantastic pupils now known as The Glasgow Girls who’s campaign played an important part in the decision of the UK government to end the detention of children for immigration purposes.

You can find out more about the session here.


CERES 2015 Conference Opening Event

Panel Discussion –  “Have We Always Been Post-Racial In Scotland”

Venue: Godfrey Thomson Hall, Thomsons Land, Moray House School of Education, Holyrood Road, Edinburgh


Dr Akwugo Emejulu: Senior Lecturer/Programme Director, MSc Social Justice and Community Action, Moray House School of Education & CERES Co-Director

Dr Nasar Meer: Reader in Comparative Social Policy and Citizenship, Chancellor’s Fellow in the Faculty of Humanities and Social Sciences at Strathclyde University

Gillian Neish: Neish Training                                                          

Keynote Speakers:

Professor Gloria Ladson-Billings, University of Wisconsin Madison

ladson-billingsGloria Ladson-Billings (PhD Stanford ’84) is the Kellner Family Endowed Professor in Urban Education in Curriculum & Instruction and is Faculty Affiliate in the Departments of Educational Policy Studies and Afro American Studies at the University of Wisconsin-Madison. She was the 2005–2006 president of the American Educational Research Association. Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education.

Ladson-Billings is the author of the critically acclaimed books, The Dreamkeepers: Successful Teachers of African American Children, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms, and Beyond the Big House: African American Educators on Teacher Education. She is editor of five other books and author of more than 100 journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards, including the H. I. Romnes Faculty Fellowship, Spencer Post-doctoral Fellowship, and the Palmer O. Johnson outstanding research award. In spring 2005 she was elected to the National Academy of Education and the National Society for the Study of Education. In 2007 she was awarded the Hilldale Award, the highest faculty honour given to a professor at the University of Wisconsin for outstanding research, teaching, and service. She is the recipient of the 2008 Distinguished Service Award from Teachers College, Columbia University. Ladson-Billings holds honorary degrees from Umeå University, Umeå Sweden, the University of Massachusetts-Lowell, and from the University of Alicante, Alicante, Spain.

You can view Professor Ladson-Billings abstract here

Professor Constant Leung, Kings College London

Constant-Leung140x180Prof Constant Leung is Professor of Educational Linguistics at King’s College London and Deputy Head of the Department of Education and Professional Studies. He has worked for many years in the field of second/additional language education. His academic and research interests include classroom pedagogy, content and language-integrated curriculum development, language assessment, academic literacies and language policy. His research projects include the ESRC-funded ‘Modelling for Diversity: Academic Language and Literacies in School and University’, and ‘European Teacher Education – Second Language Core Curriculum’, a multilateral project involving researchers from nine member states.

You can view Professor Leung’s abstract here

Professor Ninetta Santoro, University of Strathclyde, Glasgow and formerly Charles Sturt University, Australia

Ninetta_SantoroNinetta Santoro has held a chair of Education at the University of Strathclyde in Scotland since January 2013, having previously been a Professor of Education and Head of the School of Teacher Education at Charles Sturt University, Australia. She has extensive experience in the preparation of teachers for culturally diverse contexts having taught in undergraduate and postgraduate programmes in Australian, Scottish and Malaysian universities. Ninetta’s research falls into three interrelated areas: teacher ethnicity and ‘race’ and how these positionings shape pedagogy and practice; teacher education and the preparation of culturally responsive teachers; internationalisation in relation to teacher education and teacher educators. Professor Santoro has been the recipient of several major research grants and has published widely in the areas of teacher and learner identity, ethnic and cultural identity, teacher education, and qualitative research methodologies. She has a new edited book, Methodologies for Researching Cultural Diversity in Education: International Perspectives (with Smyth), due to be published in September 2014.

You can view Professor Santoro’s abstract here

There will be four work streams.

Stream 1: Race in higher education
Stream 2: Teachers, schools, and the future of anti-racist education
Stream 3: Organising and mobilising for social justice
Stream 4: Contemporary racist discourse