Details of research seminars and conferences held by our Institute for Education, Teaching & Leadership (IETL).
Speakers: Professor Jan Derry (Professor of the Philosophy of Education, University College London), Dr Hanne De Jaegher (Research Fellow in Philosophy and Cognitive Science, University of the Basque Country), Dr Cath Lambert (Associate Professor of Sociology, University of Warwick), Dr Adam Linson (Research Fellow in Interactive Cognition, University of Dundee)
Abstract: Research on the social dimensions of learning has grown in recent years, showing significance for primary, secondary and tertiary educational contexts. These developments are connected not only to expanded understandings of the role of technology in classrooms, but also to new ways of thinking about the social dimensions of cognition which render more individualistic approaches to learning questionable. This workshop invites participants from diverse disciplinary backgrounds to explore questions around the intersubjective, corporeal, and affective nature of cognition, to discuss implications for learning, teaching and educational environments.
The workshop brings together research in cognition, social epistemology and philosophy of education. In doing so, it seeks to explore possibilities for understanding the connection between contemporary accounts of cognition-the so-called 4EA approach, which discusses cognition as embodied, extended, embedded, enactive and affective within the environment-and philosophies of teaching and learning that have underscored the active, embodied, social, and dialogic aspects of teaching, learning and educational environments. Themes in the workshop may include: the implications of social cognition for designing educational environments; the collective dimensions of epistemic emotions; group work and the extended cognition hypothesis; bodily and affective experience in teaching and learning; the role of technology for students with additional support needs.
The aim of the Workshop is to support new conversations that cross the boundaries of traditional disciplines.
FREE and OPEN TO THE PUBLIC
Date/Time/Venue of the Workshop: Friday 27 October 2017, 9am - 5:30pm, G32, 7 George Square, University of Edinburgh
Date/Time/Venue of a Pre-Workshop for PhDs/Post-docs: Thursday 26 October 2017, 2pm - 5pm, G32, 7 George Square, University of Edinburgh
PhD students working on related topics will give short presentations followed by discussion, the session is open to staff and students. If attending in the audience, please email email@example.com
Sponsored by The Philosophy of Education Society of Great Britain; The Eidyn Research Centre; The School of Philosophy, Psychology, and Language Sciences; The Moray House School of Education’s Philosophy of Education Research Group , and Scots Philosophical Association.
Speaker: Professor Valerie Harwood, Professor of Sociology of Education, Australian Research Council Future Fellow
(Chair: Professor Lani Florian)
Background: What might critical practices for intervening in educational injustices be like if such practices also involved strategies that sought to modify, create and circulate discourses? And what might it be like to respectfully collaborate to make recognisable subjugated and disqualified knowledges and at the same time, endeavour to challenge, beguile, and coerce dominant deficit discourses? This paper discusses work from a four-year Australian Research Council Future Fellowship project that is working cross-culturally with Aboriginal and non-Aboriginal communities in places where people are experiencing significant educational disadvantages. The project task was to conceive, develop, and put into action an innovative approach for promoting educational futures in early childhood in places marked by poverty and educational disadvantage. To do so we have drawn on and modified social marketing techniques, and at the same time, to borrow from Foucault, endeavoured to engage discourses productively. To critically ‘figure out’ a way to promote educational futures, it wasn’t a matter of ‘telling people who experience disadvantage what to do’. Rather, it concerns and depends upon relationships and collaboration as well as understanding and appreciating the impacts of interactions with educational institutions. This paper will discuss how we have sought to intervene in educational injustices by challenging dominant discourses and how, through adapting social marketing techniques, we have devised a practice of strategic discourse production.
Biography: Valerie Harwood is a Professor of Sociology of Education and an Australian Research Council Future Fellow. Her research is centred on a social and cultural analysis of access and participation in educational futures. Her current research includes: Getting an Early Start to Education: Understanding how to promote educational futures in early childhood, partnership with the Australian Indigenous Mentoring Experience (AIME) and collaborations with Aboriginal community based projects including the Ngukurr News in South East Arnhem Land and Caring for Community in the Illawarra, NSW.
Date/Time: Monday 26 June 2017, 12 noon - 1.30pm
Venue: Paterson's Land - 1.21
Speaker: Lukas Wozniak, Special Education Teacher, Ernst-Adolf-Eschke School’s Centre for “Hearing and Communication"
Abstract: In the last two decades, a special teaching profession for deaf people has become progressively more established as a clear, self-evident need. Prior to that, for a long time, deaf people were not accepted by society at large, and were perceived as incapable of receiving a general education. The developments that arose from these conditions had profound detrimental effects on deaf people’s lives and educational opportunities. Today, we can speak of the present generation as the very first to have the genuine possibility for an inclusive liberal education open to them. This represents a major shift in how deaf people are viewed, and how their real needs are perceived. However, this major shift came relatively late to Germany– in comparison to countries like Sweden or America. In this talk, I will discuss aspects of the historical background to deaf education in Germany. I will then address recent research on the role of deaf teachers in the education of deaf students, pointing to the fact that deaf teachers can be shown to be critical to the success of deaf students. In closing, I look to the future of deaf education in Germany, and discuss the important role that needs to be played by deaf teachers in inclusive mainstream schools with deaf children. Note on Accessibility: The talk will be given in International Sign Language and will be interpreted into English.
Date/Time: Tuesday 13 June 2017, 6:30pm - 8pm
Venue: Paterson's Land - G21
Further information contact: Aline Nardo [firstname.lastname@example.org]
Sponsored by The Philosophy of Education Society of Great Britain, Edinburgh Branch and The Philosophy of Education Research Group (PERG) and Edsign, Moray House. Branch Secretary: Andrea R English
Speaker: Professor Gordon Harold, University of Sussex
Abstract: Mental Health problems among youth constitute an area of significant social, educational, clinical, policy and public health concern. Understanding processes and mechanisms that underlie the development of mental health problems during childhood and adolescence requires theoretical and methodological integration across multiple scientific domains, including developmental science, neuroscience, genetics, education and prevention science.
The primary focus of this presentation is to examine the relative role of genetic and family environmental influences on children’s emotional and behavioural development. Specifically, a complementary array of genetically sensitive and longitudinal research designs will be employed to examine the role of early environmental adversity (e.g. inter-parental conflict, harsh parenting practices) relative to inherited factors in accounting for individual differences in children’s symptoms of psychopathology (depression, aggression, ADHD). Examples of recent applications of this research to the development of evidence-based intervention programmes aimed at reducing psychopathology in the context of high-risk family settings will also be presented.
Date & Time: Tuesday 9 May 2017, 11am - 12 noon
Further information: More about SISN’s work
More past seminars details can be found through the following link.