Initial Teacher Education and EAL Learners (2014 – 2018)
Lead: Dr Yvonne Foley (PI)
Funder: The Bell Foundation and Unbound Philanthropy
This project aims to explore provision for student teachers in England who are working with pupils learning EAL. It will explore to what extent teacher educators feel prepared to extend the knowledge base, skills and practices of student teachers as they seek to meet the needs of EAL learners. The project blends research and practice to develop modules for trainee teachers and teacher educators with the long-term aim of these professional learning materials being adopted by education providers. Data will be collected in the form of tutor interviews, student-teacher focus group interviews and online questionnaires.
You can download a copy of the final report here
Download a copy of the executive summary here
Audit of Complementary Schools in Scotland (2016 – 2018)
Funder: CHSS Knowledge Exchange and Impact Grant
Lead: Dr Andy Hancock
This project is aiming to gather information about complementary schools and community language schools across Scotland, with a particular focus on the ways in which these schools help to support the Scottish Government’s 1+2 Language Strategy. Data will be gathered through an online questionnaire and follow-up interviews. The project seeks to develop a more complete picture of complementary language education provision in Scotland, including the type of languages taught and qualifications on offer. The study will update on findings reported by Joanna McPake (2006).
The project ran from 2016 to 2018.
You can download a copy of the report here.
Creating transformative partnerships: Making spaces for tackling childhood and youth inequalities (2015 – 17)
A participatory action research project with young people supported by Investing in Children. Funded by a Carnegie Research Incentive Grant and the University of Edinburgh CHSS Challenge Investment Fund. (Co-PI). Dr Kristina Konstantoni (Co-PI) and Dr Marlies Kustatscher (Co-PI), and Co-Is and academic advisors Dr Akwugo Emejulu, Prof John Davis, and Liam Cairns.
This interdisciplinary research project was initiated by a group of ten young people (aged 10-18) and involved them as co-researchers in a small-scale participatory action research. The research sought to examine a) young peoples’ views and experiences of intersectional discrimination in their schools and local communities and ways of tackling discriminatory practices, and b) the processes by which meaningful and transformative partnerships (between interdisciplinary researchers, young people, organisations and practitioners) could be established with the aim to effect change in the young people’s lives.
‘Children’s rights, social justice and social identities: intersections in research, policy and practice’ (2013-15)
Lead:Dr Kristina Konstantoni (PI)
Co-Is: Dr Marlies Kustatscher, Prof. John Davis, University of Edinburgh, Dr Akwugo Emejulu, University of Edinburgh, Prof. Geri Smyth and Dr Daniela Sime, University of Strathclyde, Sheila Hamilton, Scotland’s Commissioner for Children and Young People and Alison Hosie, Scottish Human Rights Commission).
Funder: Scottish Universities Insight Institute.
This seminar series brought together children and young people, children’s rights policymakers, practitioners and academics to develop new approaches to tackle children’s intersecting inequalities in Scotland and beyond.
Black/visible minority ethnic grassroots-based activism in Scotland: a case study of one Edinburgh based community project (2012 – 2013)
Lead: Dr Rowena Arshad and Dr Akwugo Emejulu, CERES Co-Directors, University of Edinburgh
Funder: Moray House Research and Knowledge Exchange Office
This small-scale research project examines the role of black activism as represented in the recently closed grassroots agency Community Organisation for Racial Equality (CORE). CORE was a black–led anti-racist project based in one of the poorest neighbourhoods in Edinburgh, Pilton. CORE, in spite of being a community-based organisation, appeared to have a disproportionate impact on the politics and policy-making of anti-racism at the local and national levels in Scotland. The surprising and unfortunate nature of its closure presents an important opportunity to explore the changing nature of anti-racist activism in Scotland from CORE’s inception in the 1980s to its closure in 2012. Furthermore, at CORE’s final annual general meeting before its closure, the chair of its board called for an analysis of the role community activism had played in founding the organisation and how activism might shape the next chapter of anti-racist work in Edinburgh.
Trying to understand the history of anti-racist activism in Scotland as represented and constituted by CORE will be crucial for preserving the history of a struggle that was oftentimes on the margins of Scottish politics but that nonetheless had an important impact on the life chances and dignity of minority ethnic people in Edinburgh.
This small study will involve six two-hour interviews with key activists connected to CORE and a literature review and archival research about anti-racist activism in Scotland from 1980 to 2012.
A Comparison of Bilingual and Monolingual Literacy Development in Primary Schools in Scotland (2012 – 2013)
Lead: Dr Andy Hancock, CERES CO-Director, University of Edinburgh
Funder: Moray House Research and Knowledge Exchange Office
Andy Hancock has received funding to conduct a pilot study to examine the academic language proficiency (reading and writing for academic purposes) of Chinese children with English as an additional language (EAL) compared to monolingual speakers of English in primary schools in Scotland. This will be done in collaboration with Professor Xiaolan Curdt-Christiansen and Dr. Guangwei Hu of Nanyang Technological University (Singapore) and Professor Richard Anderson, Director of the Centre for the Study of Reading at the University of Illinois (USA). The study offers potential to develop further relationships and research bids with the two institutions and Beijing Normal University (China).
Attracting International Students: Equitable Services and Support, Campus Cohesion and Community Engagement (April – December 2011)
Lead: Dr. Rowena Arshad & Kristina Konstantoni (CERES), Dr Philomena de Lima, Director of the Centre for Remote and Rural Studies, University of Highlands and Islands, Johanna Holtan, Internationalisation Office, Edinburgh University Student Association
Funder: The Equality Challenge Unit
The overall aim of this project was to gain views on how higher education institutions in Scotland could further enhance the international student experience within their campuses. The project had four inter-related themes:
- Theme 1: Equity of support and professional services to domestic and international students
- Theme 2: Relationship between domestic and international students
- Theme 3: Relationship between local host communities and international students
- Theme 4: Relationship of higher education institutions with their local minority communities.
Promoting cohesion, challenging expectations: educating the teachers of tomorrow for race equality and diversity in 21st century schools.
Lead: Dr Rowena Arshad with Laura Mitchell
Funder: ESCalate, HEAcademy
Research collaboration with Dr Peter Hick, Dr Lorna Roberts Manchester Metropolitan University
Download the Final Report Here
Poverty and Ethnicity in Scotland: scoping study (2010-2011)
Research collaboration with Dr Philomena de Lima and the Centre for Research in Rural Studies, University of Highlands and Islands
Lead: Dr Rowena Arshad
Funder: Joseph Rowntree Trust
Download Full Report
Migrant Women in Public Spaces: Institutions, Policies and Politics (2011-2012)
Lead: Dr Akwugo Emejulu
Funder: CERES funded research
In this cross-national comparative research project, we investigated how migrant women experience the welfare state in the UK and France. Through in-depth interviews and policy analysis, we explored how migrant women encountered and were shaped by the state and the processes by which women’s social justice claims are recognised by institutional actors.
Teacher Education Student’s Understanding of Social Justice issues (2008-2012)
Lead: Dr Rowena Arshad in conjunction with Laura Mitchell
Funder: CERES funded research
A four year project to explore whether time spent within initial teacher education programmes have assisted students to understand the complexities of social justice issues within the school and classroom context. The objective was to draw from student’s experiences with a view to enhance programme delivery on matters related to social justice. The study tracked the progress in experience and thinking on social justice matters of 12 students from the four year BEd (Primary) and 12 from (BEd Physical Education). The study commenced in 2008 and concluded in 2012. In addition, the study also conducted an initial online survey of the 2008-9 BEd and PGDE (Primary and Secondary) and these responses formed part of the analysis framework.
ESRC Seminar Series
CERES is part of a group of academics who were awarded monies for running a series of seminars on the theme of ‘Diverse Teachers for Diverse Learners: Research and Perspectives’. The principal applicant is Dr Geri Smyth, University of Strathclyde. Co-applicants include Dr Rowena Arshad (CERES, University of Edinburgh), Professor Angela Creese (University of Birmingham), Dr Ghazala Bhatti (University of Southampton), Professor Ian Menter (University of Glasgow) and Ian Matheson (General Teaching Council Scotland).
This seminar series explored diversity in the teaching profession in relation to ethnicity, language, social class and culture alongside other significant dimensions of difference including gender, sexual orientation and, disability. The seminar organised by CERES and the GTCS was held in Edinburgh on 1st October 2011.
Report on the Findings of an Equality Challenge Unit
CERES hosted a half-day conference to present findings of an Equality Challenge Unit research into enhancing the international student experience through improving equality in service provision within higher education institutions.
For more information