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In-person conference / event in July to showcase work going on in schools in Bristol / the South-West ?
This could be a means of showcasing teacher-led initiatives in the region, sharing research and resources (inc from our former MSc students & others who have conducted dissertation research in this area) & develop / strengthen networks & partnerships in this space

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Special Issue for Studies in Philosophy and Education on philosophical perspectives on TE with international authorship inclusive of perspectives from HK, Taiwan and South Africa; chapter on schools and religion; post-colonial perspectives where we have the editors' support to challenge the claim to 'global reach' on which the rest of the book is based!  

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Special Issue for Studies in Philosophy and Education on philosophical perspectives on TE with international authorship inclusive of perspectives from HK, Taiwan and South Africa; chapter on schools and religion; post-colonial perspectives where we have the editors' support to challenge the claim to 'global reach' on which the rest of the book is based!  

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Create leadership time to promote decolonising on the taught and hidden curriculum

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Create leadership time to promote decolonising on the taught and hidden curriculum

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Think differently about the HK portfolio, one way or another. Develop an international online masters which offers a pipeline into a part time doctoral offer that creates affordable access to high quality teaching and learning for wider groups of students/ PGRs both in the UK and further afield who can work as well as studying 

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Think differently about the HK portfolio, one way or another. Develop an international online masters which offers a pipeline into a part time doctoral offer that creates affordable access to high quality teaching and learning for wider groups of students/ PGRs both in the UK and further afield who can work as well as studying 

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Education for all and everyone is getting equal opportunity. 

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Education for all and everyone is getting equal opportunity. 

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Revise the current reference list of courses to make it more diversified.

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Agree! It’s about time.

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Use our status as a School of Ed/University to promote/amplify existing initiatives (particularly school-based ones) and join-up communities of practitioners & researchers working in this space

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actively seeking research and resources from the global south to enhance our understanding of teaching and learning. 

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actively seeking research and resources from the global south to enhance our understanding of teaching and learning. 

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Time! for example: Auditing reading lists is important but time consuming and few people have the capacity for this work. 

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Time! for example: Auditing reading lists is important but time consuming and few people have the capacity for this work. 

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Once we have established the make up of our reading lists, we can work on giving equal weight to voices less often represented in research

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I'm currently reflecting on my own teaching practise and how I can adapt my content to include and reflect a wider range of voices

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I'm currently reflecting on my own teaching practise and how I can adapt my content to include and reflect a wider range of voices

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harnessing student enthusiasm for this work and asking for their help with auditing our resource lists. 

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harnessing student enthusiasm for this work and asking for their help with auditing our resource lists. 

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Further embedding global literature into the PGCE English programme; explicitly addressing decolonising themes on a subject day

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Further embedding global literature into the PGCE English programme; explicitly addressing decolonising themes on a subject day

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Lit in Colour | Supporting inclusive reading in schools (penguin.co.uk)

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Lit in Colour | Supporting inclusive reading in schools

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It's vital that the books we read in our formative years reflect the rich diversity of the society we live in. That's why we at Penguin have joined forces with The Runnymede Trust to explore how to support schools to make the teaching and learning of English literature more inclusive.

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Time to actively explore appropriate texts/resources with which we are not yet familiar

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Time to actively explore appropriate texts/resources with which we are not yet familiar

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I'm increasingly asking myself more questions re: content, representation, etc.

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I'm increasingly asking myself more questions re: content, representation, etc.

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The subject Librarian Team are aiming to develop "decolonising your research" workshops 

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The subject Librarian Team are aiming to develop "decolonising your research" workshops 

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how to look beyond the global north, how to assess resources in a way that doesn't exclude lesser heard voices, the politics of citation. We are hoping to offer a workshop for academic staff before the end of the year, so they can reflect on their teaching materials for 2022/2023. We would also like to add a re-occuring workshop for students to our regular library events (following on from the basic introduction to finding resources/ using databases etc)

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acknowledging and critically examining the influence of colonial legacies on education systems

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acknowledging and critically examining the influence of colonial legacies on education systems

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The working groups today focus on teaching & research - but what about our role as a partner with other ed institutions (especially schools), our civic engagement role? This is esp important for the decolonising agenda, given the unconducive national policy context for antiracist/decolonial work

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Reading lists are a good, tangible starting point. The framing of the curriculum itself is a problem if we're serious about decolonising

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Reading lists are a good, tangible starting point. The framing of the curriculum itself is a problem if we're serious about decolonising

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Woolly definitions - with the possibility of 'everything' being decolonising - or nothing

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Woolly definitions - with the possibility of 'everything' being decolonising - or nothing

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A shared definition that the school as a whole can stand by - of what we understand by decolonisation - what it looks like when we see it - and some statement of what the goals and outcomes of these processes might be

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A shared definition that the school as a whole can stand by - of what we understand by decolonisation - what it looks like when we see it - and some statement of what the goals and outcomes of these processes might be

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Not seeing the points of connection with other agendas - so that we miss opportunities to amplify shared objectives and joint actions - intersectionality

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Not seeing the points of connection with other agendas - so that we miss opportunities to amplify shared objectives and joint actions - intersectionality

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Is this decolonisation? Not sure... but 

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Is this decolonisation? Not sure... but 

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https://www.commoncauseresearch.com/

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The quality of the knowledge base of the Arts and Humanities - its claim to inform and reflect the historic and contemporary world - is dependent upon its capacity to reflect the breadth and diversity of human experience.

In the UK, however, Black and Minority Ethnic groups are under-represented in research-intensive universities and in research leadership roles in these fields. If the Arts and Humanities are to reflect the interests, histories, cultures and experiences of Black and Minority Ethnic groups from insider perspectives, therefore, action needs to be taken. Such action necessarily includes widening participation, action on the curriculum, and attention to structural inequalities within the University. Such actions take time.

The aim of the 'Common Cause' project is to begin to address this issue from a different perspective. Its objective is to explore where and how common cause can be made between change agents in universities, communities and funding bodies who are looking to create an Arts and Humanities knowledge base that fully reflects the cultures and experiences of the UK's Black and Minority Ethnic communities. It will do so specifically by mapping, strengthening and extending research collaborations that exist between Black and Minority Ethnic cultural and community organisations and academics currently working in the Arts and Humanities.

Objectives

The project has four overarching objectives:

To begin to create a dynamic and evolving map of university-Black and Minority Ethnic community research and collaborations across the Arts and Humanities, including the areas of Heritage, Community and Culture;

To explore the conditions that stimulate such collaborations and what enables them to be sustained or causes them to fail;

To engage new communities and networks in this debate - building new bridges between universities and Black and Minority Ethnic community partners;

To bring together change makers across university and community sectors to create new networks and identify agendas for future action.

Project origins and funding

The project emerges from the Creating Living Knowledge Report (PDF, 10.1MB), which identified the need to actively foster university-Black and Minority Ethnic community collaborations as a key recommendation. It is funded by the Arts and Humanities Research Council as part of the Connected Communities Programme and supported by the Arts Council England.

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The quality of the knowledge base of the Arts and Humanities - its claim to inform and reflect the historic and contemporary world - is dependent upon its capacity to reflect the breadth and diversity of human experience. In the UK, however, Black and Minority Ethnic groups are under-represented in research-intensive universities and in research leadership roles in these fields.

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One of my fears is that people who 'don't agree' or 'understand' decolonisation will not feel comfortable to push back - and so will just dig heels in. We need some spaces that allow people to articulate what they struggle with or are worried about with decolonisatio n - so that we can bring these to light and discuss.

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One of my fears is that people who 'don't agree' or 'understand' decolonisation will not feel comfortable to push back - and so will just dig heels in. We need some spaces that allow people to articulate what they struggle with or are worried about with decolonisatio n - so that we can bring these to light and discuss.

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Short term and long term goals - and the differences between them

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Short term and long term goals - and the differences between them

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Making connections to students who are not interested - for example, creating connections to colonisation (historic and present) in Asia. Looking at contemporary colonisation processes - for example, by China. WITHOUT suggesting that European colonialism should be ignored. 

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Making connections to students who are not interested - for example, creating connections to colonisation (historic and present) in Asia. Looking at contemporary colonisation processes - for example, by China. WITHOUT suggesting that European colonialism should be ignored. 

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If we are serious about epistemological reparations and acknowledging non-canonical forms of scholarship, it feels like we need to look at the forms of assessment we require of students. Can we allow jointly written PhDs for example, or a Master's dissertation in the form of a dialogue? And if not, what conversations do we need to have as a School to open up these kinds of possibility?

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Forthcoming Guest Edited SI of IJRME (journal I co-edit) on Racially Just Methodologies

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Forthcoming Guest Edited SI of IJRME (journal I co-edit) on Racially Just Methodologies

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Due to be Issue 3 this year.

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Shifting entrenched headspaces around "good" research methods

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Shifting entrenched headspaces around "good" research methods

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We have spent so long in academia with specific ideas of what "counts" as ways of knowing that undoing that is very difficult.