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EERA Doctoral summer school: Crossing Boundaries;curriculum traditions meet
Mon, 19 Jun 2017, 09:00 – Tue, 20 Jun 2017, 16:00 BST
On 16/17 June 2017, the next European Conference on Curriculum Studies will be held at the University of Stirling in Scotland. An aim of this conference is to develop dialogue between European and North American traditions of curriculum studies. In tandem with the conference, Network 3 Curriculum Innovation is working in partnership with the Interdisciplinary Centre for Research in Curriculum as a Social Practice, Western University, Ontario to run a summer school for research post-graduate students and early career researchers in curriculum studies.
This summer school will begin after the European Conference on Curriculum Studies on the 19th & 20th June 2017.
There are Bursaries of €150 Euros for graduate students from low GDP countries. This will be used to pay for accommodation. A list of these is found here. People wishing to apply for the bursary should complete the registration as usual, but not book accommodation as this will be arranged once the bursaries are approved. If you wish to apply for a bursary please send the following information to ECCS@stir.ac.uk, these will be allocated on a first come first served basis.
1. Application statement, including details of residence, course of study and why you want to attend the Summer School. 1 Page.
2. A supporting letter from your doctoral supervisor
Details on how to book on campus accommodation for the Summer School can be found here.
Full schedule for the summer school:
Monday 19th June 2017
09.00 Registration; Tea & Coffee
09.15 Plenary – Crossing boundaries: curriculum traditions meet - Pathfoot Lecture Theatre
09.45 An Introduction to Curriculum Development Dr Nienke Nieveen - Pathfoot D1
09.45 Curricula as inter-national texts: exploring the case of European education discourses in Cyprus
Dr Stavroula Philippou - Pathfoot D2
11.00 Tea & Coffee Break
11.30 School-based curriculum development through critical collaborative professional enquiry
Professor Mark Priestley & Dr Valerie Drew -Pathfoot D1
11.30 Studying Curriculum Theory as Currere Dr Nicholas Ng-A-Fook - Pathfoot D2
14.15 Dr Challenges of new materialism thesis in curriculum theory Dr Ana Mourz - Pathfoot D1
14.15 Changing traditions demand new approaches: Reconceptualising curricular scholarship to honour indigenous knowledges Dr Kathy Hibbert -Pathfoot D2
16.00 Plenary – Reflections on day one - Pathfoot Lecture Theatre
Tuesday 20th June 2017
09.00 Children's rights and the curriculum Dr John I'Anson - Pathfoot D1
09.00 Trans/languaging curriculum: Nomadism, alter-globalisation, and pedagogies of radical hope Dr Dalene Swanson and Professor Peter Appelbaum - Pathfoot D2
10.15 Tea & Coffee Break
10.45 Curriculum development at levels Dr Nienke Nieveen - Pathfoot D1
10.45 Analysing Curriculum Artifacts Dr Nicholas Ng-A-Fook - Pathfoot D2
12.00 Teacher agency for curriculum development Professor Mark Priestley - Pathfoot D1
12.00 (Auto)biographical methods in researching curriculum Dr Stavroula Philippou
14.00 Curriculum traditions meet (or collide?). Implications for curriculum theory, policy, practice Discussion Group - Pathfoot D1
14.00 Curriculum traditions meet (or collide?). Implications for curriculum theory, policy, practice Discussion Group - Pathfoot D2
15.00 Plenary - Reflections and future directions - Pathfoot lecture theatre
Keynote Speakers include:
Professor Mark Priestley - Deputy Dean; Faculty of Social Sciences
University of Stirling
Professor Mark Priestley is currently Deputy Dean of the Faculty of Social Sciences at the University of Stirling, and Director of the Stirling Network for Curriculum Studies. His research interests relate to the school curriculum, curriculum development and realist social theory. He started his career in education as a teacher of History, working in a number of secondary schools in England and New Zealand, where he also taught Geography, RE, Humanities and Social Studies. Recent publications include Priestley, M., Biesta, G.J.J., & Robinson, S. (2015). Teacher Agency: An Ecological Approach (London: Bloomsbury Academic). (http://www.bloomsbury.com/uk/teacher-agency-9781474297363/)
Dr Valerie Drew - Senor Lecturer; Faculty of Social Sciences
University of Stirling
Valerie Drew is a Senior Lecturer and Programme Director for Professional Education and Leadership programmes in the Faculty of Social Sciences at the University of Stirling. Her research interests are concerned with professional learning in and through educational leadership, professional enquiry and curriculum development. She is a member of the Scottish College for Educational Leadership national design group for the new mandatory Specialist Qualification for Headship. Valerie leads on partnership projects with local authorities implementing school-based curriculum development through collaborative professional enquiry in Scotland and Wales.
Stavroula Philippou - Assistant Professor in Curriculum and Teaching; Department of Education
University of Cyprus
Stavroula Philippou is an Assistant Professor in Curriculum and Teaching at the Department of Education, University of Cyprus. She has taught in a variety of educational contexts and has acted as a consultant for UNESCO and the Council of Europe. Her research has been funded by local, European and international bodies and published in international peer-reviewed journals and books. Her work draws upon the theoretical, historical and sociological study of curriculum and teaching, focusing on teacher professionalism and curriculum change, curriculum inquiry and teacher education, genealogies of curriculum studies, European education policy and Social Studies and Citizenship Education.
Nicholas Ng-A-Fook - Director of Teacher Education Programme
University of Ottawa
Nicholas Ng-A-Fook is Director of the Teacher Education Program at the University of Ottawa and the President of the Canadian Society for the Study of Education. Dr. Ng-A-Fook's research specializes in curriculum studies (policy development, implementation, and integration of emergent technologies). He draws on life writing research (autobiography, ethnography, oral history, and narrative inquiry) to develop culturally responsive and relational curriculum with Indigenous and first generation immigrant communities.
Peter Appelbaum - Professor of Education
Arcadia Universiry USA
Peter Appelbaum, Professor of Education, Arcadia University, USA, recent President of the American Association for the Advancement of Curriculum Studies, and International Commission for the Study and Improvement of Mathematics Education Vice-President, received the AERA Curriculum Studies Outstanding Book Award for his Children's Books for Grownup Teachers. Latest plenaries at the World Curriculum Conference (Brazil) and the International Mathematics Commission (Italy) blended alter-globalisation, postcolonial diasporic aesthetics, policy and action. Founder of the Youth Mathematician Laureate Project (http://yomap.org), Professor Appelbaum works with community arts groups on youth leadership, and created the AAACS Internationalisation Task Force, centering critical postcolonial translation and inter-interrogation.
Ana Mouraz - PhD in Sciences of Education
Ana Mouraz is a PhD in Sciences of Education. She is researcher at Centre for Educational Research and Intervention of Faculty of Psychology and Sciences of Education of Porto University where co-coordinates the Schools’ Life Observatory. Her research interests are Curriculum studies, Teachers’ training, Schools’ evaluation and Higher Education pedagogy,. Such topics are in line with her publications. Furthermore she is Member of the COST Network - Action IS1307 - New Materialism: Networking European Scholarship on How Matter Comes to Matter (2014-2017).
Kathy Hibbert - PhD; Associate Professor and Director of the Interdisciplinary Centre for Research in Curriculum as a Social Practice
Western University Canada
My interdisciplinary and cross-sectoral research generally focuses on the question, How do our abilities to read 'texts' and to use and understand multimedia/other technologies shape our ability to communicate and learn? My work often adopts a sociocultural approach to literacy that first ask 'What is the nature of literacy in this setting' and then critical and feminist approaches that help us to see and understand whose interests are served, what assumptions are at play and the consequences involved. I have been particularly interested in using critical narrative inquiry methodologies along with socio-material constructs to understand the actions produced within a particular setting as people engage with their environments.
Nienke Nieveen - Associate Professor & Senior Researcher at SLO
Nienke Nieveen is associate professor at Eindhoven University and senior researcher at SLO (Netherlands Institute for Curriculum Development). Her orientations are in teacher professional learning in relation to curriculum (re)design in schools, educational design research and curriculum design approaches and tools. Nienke chairs the Curriculum Division of VOR (Netherlands Educational Research Association) and the Curriculum Network of EERA (European Educational Research Association). Her dissertation, in 1997, was based on a four-year design research project in the field of curriculum design and evaluation. From 1997 to 2007 she was appointed assistant professor at the University of Twente, specializing in curriculum design research and school-based curriculum development. As of 2007 she is working at SLO and starting from 2017 she is combining this with her position at TUe.
Dalene Swanson - Senior Lecturer; Faculty of Social Sciences
University of Stirling
Dalene is Director of Access to Degree Studies at Stirling. She is Adjunct Professor at University of Alberta, and International Research Associate at the Centre for Culture, Identity and Education, University of British Columbia, Vancouver, and is on the International Advisory Board of the UNESCO Chair in Democracy, Global Citizenship, and Transformative Education, based at the Université du Québec. Dalene’s research interests and expertise span reconceptualist curriculum perspectives, mathematics education, cultural studies and critical theory. She is interested broadly in critical, ideological and socio-political perspectives in education, mathematics education, and society, and mostly writes from poststructural and de/post-colonial perspectives. Dalene has expertise in critical global citizenship, critical / ethical internationalisation, democratic education, and indigeneity, especially the African onto-epistemology of Ubuntu. Philosophical and social concerns around poverty, marginalisation, (neo)colonialism, oppression, as well as research on “the construction of disadvantage” in educational contexts frame much of her work. Hegemonic tenets within neoliberalism, economic development and globalisation reflect ongoing concerns of injustice, and Dalene has research and personal commitments to social and ecological justice. Dalene also has expertise in critical arts-based and narrative methodologies (especially the qualitative methodological approach she developed, 'critical rhizomatic narrative'), and other creative, post-foundational and counter-hegemonic research and writing methodologies and practices. She also brings arts-based approaches to bear on mathematics education as decolonising praxis. Dalene’s PhD research in Curriculum Studies and Mathematics Education, undertaken at the University of British Columbia, was honoured with four leading Canadian and international awards in curriculum studies and qualitative research. Further details and a publications list can be found at the following link: https://www.stir.ac.uk/people/23287
Dr John I'Anson - Associate Dean; Faculty of Social Sciences
University of Stirling
John I’Anson is currently Associate Dean, Learning and Teaching, in the Faculty of Social Sciences at the University of Stirling, having, until recently, been Director of Initial Teacher Education. His research interests and publications include philosophy of education, cultural difference and children’s rights. He has undertaken empirical research projects that include aesthetic education, film and digital literacies, children’s rights and participation, and issues in the transition from initial teacher education to the induction year. He is Convener of the Research on Children’s Rights in Education at the European Educational Research Association.