Research
The CERES team bring together a diverse range of research expertise and have secured funding for a multitude of projects. Our research involves children and young people, practitioners and educators from early years to higher education, and wider educational and policy stakeholders. We aim to engage decision-makers, from school to policy levels, and to provide them with valuable insights on how to implement social justice approaches and amplify voices that are often silenced.
New Research Report and Event: Community language learning in Scotland during the COVID-19 Pandemic
A newly published research report by CERES Members Andy Hancock, Jonathan Hancock and Monika Terlecka explores the impact of the COVID-19 pandemic on the learning and teaching of community languages in Scotland. Read the report in full here. As part of the Scottish...
Cuál es la verdad? (What is the Truth?) De-constructing collective memories and imagining alternative futures with young people in Chocó through music and arts (2019-20)
Funder: GCRF AHRC Changing the Story Large Grant. (£94,000) PI: Dr Marlies Kustatscher. Co-Is: Dr Edwar Alexis Calderon (Universidad Claretiana), Prof Kay Tisdall, Tony Evanko and Carolina Aristizabal (Fundación Casa Tres Patios), Juan Manuel Gomez (Mr Klaje...
Safe, Inclusive, Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts (2020-2024)
Funder: ESRC GCRF (£1.8 million) PI: Professor Kay Tisdall Co-Is: Dr Kristina Konstantoni, Dr Marlies Kustatscher, Professor John Ravenscroft, Dr Deborah Fry, Dr Lynn McNair, Clement Dlamini (University of Swaziland), Christina McMellon, Professor Irene Rizzini...
Recently secured funding and research activity
Jite Eferakorho was awarded an ERASMUS Grant to visit the University of Connecticut in May 2020. The award has been rescheduled for 2021 due to Covid-19 pandemic. The objective is to develop a critical multicultural literacy (CML) pedagogy in language...