Why does action research matter in the context of education?
How can action research transform education, educators and the experience of educating?
What does it take to make action research work?
Action Research is research in action; it is initiated, directed and controlled by practitioners as collaborative inquiry aimed at improving practice quality. Action Research in education is concerned with changing established patterns of thinking and acting in education and care settings; it focuses on norms and values as well as patterns of behaviour to challenge the status quo from a participative perspective.
In this intensive and interactive one hour workshop with Dr Lynette Morris and Zahra Alizadeh, you have the opportunity to learn more about action research, both its potentials in the context of education and how you can make it work on the ground. By the end of the workshop, you’ll have the basic understanding you need to design a small-scale action research project to explore further with your colleagues.
Dr Lynette Morris is a Senior Lecturer in Education and Early Childhood at Middlesex University. Her work is committed to promoting high quality inclusive teaching and learning. Through her research and publications, she explores practitioner activism and wellbeing.
Zahra Alizadeh is a post graduate teacher currently studying a MA in Childhood and Education in Diverse Societies at Middlesex University. Her action research project is focused on improving language teaching through a pedagogy of play.
The event is free, but places are limited. Sign up for the event here:
Writing educational resources for publication: how and why?
Dr Gillian Lazar,Department of Education, Middlesex University
In this seminar Dr Gillian Lazar will reflect on her experiences of writing educational resources over several decades. Gillian will share some of the practical lessons learned about writing for publication, such as meeting the demands of publishers while incorporating one’s own educational vision in the resources. She will also reflect on the creative production of educational resources as an act of scholarship and discuss how this can help to deepen one’s understanding of practice. The session will be of interest to those exploring how to write resources as part of their own career development, and to anyone interested in expanding our appreciation of scholarship for education professionals in higher education.
Marcus Bhargava (Head of School of Education, Midwifery and Social Work, Kingston University) and Carmel Clancy (Head of the School of Health and Education, Middlesex University) discussed the following issues:
The current state play in their respective institutions, in relation to collaboration across the professions.
The role of professional identities in hindering and / or promoting collaboration.
The potential for institutions to learn from policy developments across the different professions.
Address: Middlesex University, The Burroughs, Hendon, NW4 4BR
Can we stop the transmission of injustice issues through the teaching and reading of English literary texts? The visceral and deleterious nature of the propagation of ‘colonial’ values is well discussed in sociological fields in terms of the ‘hidden curriculum’ (Apple, 2004) and theories of social reproduction (Bourdieu, 1986; Bernstein, 1981). However, such approaches tend to take a ‘black box’ construction of the classroom and focus on the mechanics of material persistency in wider society (Morrow & Torres, 1995), rather than critical resistance, thereby ignoring the complexities of social and psychological interactions at various levels of schooling. With the more recent attention placed on decolonising the education curriculum amongst other practices, this talk dives into the complexities of and with the possibilities of such a process.
Examining the interconnectivity of the relevant spaces and theoretical frameworks has important implications for the way we think about resisting social injustice and the role of the ‘hidden curriculum’ in education. Jogie’s 2020 book promotes the importance of overseeing the connections that are overlooked in the endorsement (politics), teaching (pedagogy) and assimilation (students) of English literary texts using a comparative study of UK and Australian senior secondary curricula. Drawing on inspiration from Foucault, Adorno and Ricoeur, this seminar will demonstrate how a reinvigorated and interdisciplinary postcolonial approach can attend to such questions as: • How are English literary texts selected to be on prescribed school lists in the UK and Australia? • Are teachers prepared to deal with multiculturalism and latent issues of citizenship and identity in texts? • What do present ‘decolonisation’ and ‘multicultural’ education agendas have in common? • Do league tables and students’ perceived abilities factor into schools’ text selection, and how does this interact with curriculum direction? • What are the effects of text coupling strategies and new text formats (Visual Media) on students’ engagement with English Literature? Biography: Melissa’s research focuses on cultural reproduction and social injustice drawing from scholarly fields of philosophy, sociology, psychology, economics, literature and education. Her forthcoming book Transmission of Colonial Values (2020, Routledge) establishes a meta-theory of knowledge reproduction known as the ‘postcolonial hegemonies of knowledge’. Her insights into social and cultural reproduction have led to her recent award of a British Academy Grant to a UK-Australia Knowledge Frontier Forum to work with a small group of selected scholars on the shaping of the ‘future’ of research in the humanities and social sciences. While completing her PhD at the Australian National University (2017), she was awarded a Visiting Fellowship at the University of Oxford, Department for Education, Centre for Comparative and International Education (2015). Her publication ‘Desperate Shadows of Belonging’ inspired changing the Education Curriculum in NSW Australia and was nominated by the Australian Educational Researcher Journal for ‘Paper of the Year’, 2015. She also holds two international awards for presentations on her research from the University of Hong Kong (Faculty of Social Sciences, 2013) and the RMIT University (European Union Centres Graduate Workshop, 2014). Her projects and publications can be found at http://www.melissajogie.com
Dr Jai Mackenzie, School of English, University of Nottingham
Kevin McDonald, Professor & Head of Department of Criminology and Sociology, Middlesex University
This seminar will feature two colleagues reflecting on their experiences of conducting on-line research in contrasting projects (radicalization, Mumsnet and LGBT parenting). The discussion will focus on the ethical dimension to such work, with a particular focus on using pre-existing data from social media and on-line forums. This event is being organised with the Education Ethics Sub-Committee and colleagues from all departments / faculties are welcome.
Paper 1: Researching online parenting communities: A context-sensitive approach
Jai Mackenzie, University of Nottingham
In recent years, researchers across disciplines have discovered stimulating opportunities to study human interaction, behaviour and sociability online. But with these opportunities come concerns for the human subjects who produce online ‘data’, most notably, their rights to privacy, autonomy and freedom from harm. In this presentation, I outline some key ethical challenges and considerations for researchers of digital contexts and communication, using two case studies from my qualitative explorations of online parenting communities as examples. The first of these studies focuses on digital interactions collected from the popular Mumsnet Talk parenting discussion forum, whilst the second draws on both interview and digital data from ongoing engagement with diverse and marginalised families who regularly use digital media. I explain some of the challenges around research design and ethical decision-making in relation to each of these studies, before outlining my approach to considerations of the public/private dichotomy, participants’ autonomy, and sensitivity to the norms of shifting and multiple digital research contexts. Ultimately, I suggest that there is no one-size-fits-all solution to ethical internet research, but that a case-based, context-sensitive approach is necessary if researchers are to make sensitive, informed ethical judgements that minimise the risk of harm to data subjects and participants.
Paper 2: Researching Radicalization
Kevin McDonald, Middlesex University
In this paper Kevin will discuss the digital ethnography he undertook for his 2018 book ‘Radicalization’. During 2013-15 there was a vast amount of jihadist material on different social media platforms. Whilst much of this has since been removed there remains a significant digital footprint that allows us to capture radicalization as a lived experience. One example is provided by Aqsa Mahmood’s social media profile(s) which demonstrate how she constructed an experiential world structured around an opposition between purity and impurity, but where humour continues to play crucial role, both as a mechanism of inclusion (who is in the ‘fam’) and as a means to say what is unsayable. Such research is helpful for generating insights about radicalization as a process produced by active participants, not simply something done to people. But it also involves ethical questions around access and legality (as organisations and material can be so tightly controlled by different governments).
This event was hosted on Monday 11th November 2019, 15.30-17.00, room C113
Presenters: Ben Kisby, Lincoln University & Lee Jerome, Middlesex University
This seminar is also the official book launch of ‘The Rise of Character Education in Britain’. We will explore the emergence of a policy community in Britain to promote character education, and discuss some of the problems evident in classroom resources and extra-curricular programmes promoted to schools.
This event was hosted on Monday 18th November 2019, 15.30-17.00, room C113
Presenter: Anna Carlile, Goldsmiths
Respondent: Phil Jefferies, Middlesex University
This paper looks at a year-long LGBT+ inclusion programme in primary and secondary schools serving a range of faith communities from a variety of cultural heritages. Many teachers had expressed anxiety about ‘saying the wrong thing’ or thought that students would not take the programme seriously or be unkind. However, the programme had a tangible impact on both teacher confidence and parental engagement with the work.
This event was hosted on Monday 7th October 2019, 15.30-17.00, room C113
Respondents: Tremaine Baker, Linda Whitworth, Joe Beasley
This workshop will start with reflections on the practical challenges of controversial issues pedagogy. The discussion will consider whether we could undertake a collaborative research / writing project within ITE teams at Middlesex.