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Tag Archives: Widening participation




Date – 9 July 2013: 12.30-16.00 (lunch included)

Venue – SRHE, 73 Collier Street, LondonN1 9BE


Professor Penny Jane Burke, University of Sussex
Professor Gill Crozier, University of Roehampton

Developing inclusive teaching and learning practices in higher education is a key component of widening participation (WP) strategy. Pedagogies in higher education have the potential to contribute to creating inclusive spaces where all students can develop a sense of belonging and fitting in. This is strongly emphasised in the recent HEFCE/OFFA interim report, and is anticipated to form a central dimension of the national strategy for widening participation.

This timely seminar will launch Teaching Inclusively: Changing Pedagogical Spaces, a new continuing professional development resource pack that draws on the key findings of the Higher Education Academy funded project: ‘Formations of Gender and Higher Education Pedagogies (GaP)’. It is designed for lecturers, academic developers, WP directors and managers and policy makers to critically reflect on the complex processes in which inequalities might unwittingly be reproduced through HE pedagogies.  It offers a range of ‘think pieces’ as conceptual tools to help address complex issues of difference, diversity and inequalities and to consider the ways that teaching and learning practices are intimately connected with identity formations and the subtle processes of exclusion and misrecognition within different pedagogical spaces.

The seminar will provide an overview of the key findings of GaP to illuminate the important relationship between widening participation and HE pedagogies. It will introduce Teaching Inclusively and the ways it has been specifically designed to support HE lecturers in contributing to WP through developing inclusive teaching practices.

To reserve a place:




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SRHE Access and Widening Participation Network

Wednesday, 14 November 2012

Registration 12.30

Programme 1.00 – 4.00pm

SRHE, 73 Collier St, LondonN1 9BE

Widening Participation: Professional Practices and Identities

Little attention has been paid to the production of new professional identities and practices in higher education as part of the widening participation (WP) policy agenda. Jones and Thomas argue that WP practitioners tend to work on the periphery of universities, in separate centres and outside of academic faculties and departments (Jones and Thomas 2005). Burke (2012) argues that questions of identity matter in terms of power relations within institutions and the constructions of (lack of) authority that might facilitate or impede processes of change and transformation. This seminar draws on research to explore the spaces in which those with specific responsibility for WP work, and the implications of the roles, practices and identities of WP professionals for WP in higher education.

Working in a Third Space

Dr Celia Whitchurch, Senior Lecturer, Institute of Education, University of London

Widening participation professionals find themselves working in spaces that involve partnership with multiple stakeholders including, for instance, students, parents, schools, tertiary providers, employers, and regional and national agencies. Their roles can encompass broadly based projects such as student life, community partnership and institutional research. They therefore develop an appreciation of wide-ranging agendas relating to patterns of recruitment, learning support, outreach, welfare and employability.  In this sense they can be seen as working in what Whitchurch has termed a Third Space between academic and professional spheres of activity  (Whitchurch 2008, 2012). This has implications for understandings of, for instance, organisational relationships, sources of legitimacy, and career development. The session will draw on two studies funded by the Leadership Foundation for Higher Education to consider the challenges that arise for both individuals and institutions from these extended roles and identities, and ways in which such challenges might be addressed.

Stratification, marketisation and social inequalities: Institutional approaches to widening participation in higher education

Pauline Whelan (Centre for Social and Educational Research across the Life Course, LeedsMetropolitanUniversity)

In this talk, I contextualise institutional approaches to widening participation within an increasingly stratified and marketised English higher education system.  I present a series of visualisations of widening participation ‘performance’ data from all higher education institutions in England for the period 2002-2010, focusing on how institutional widening participation ‘performances’ have varied across mission groups and by institutional type.  While quantitative differences in institutional widening participation ‘performances’ tell revealing stories about institutional diversity, they also illuminate the problems of existing datasets and modes of accountability.  Turning from critical statistics to critical discourse analysis, I present an analysis of official widening participation documentation from 18 universities in England and discuss how institutions have variously adopted and rejected elements of national widening participation discourses, policies and philosophies.  Insights from the quantitative and qualitative analyses are used to conceptualise the variation in institutional approaches to widening participation and to consider the implications for social inequalities in higher education.

Event booking details

To reserve a place at this seminar please register at: or telephone +44 (0) 207 427 2350.

SRHE events are open to all and free to SRHE members as part of their membership package. The delegate fee for non-members is £45. Non-members wishing to join the Society may do so at the time of registration and the delegate fee will be waived. Please note that places must be booked in advance and that a £45 for non-attendance will be charged if a place has been reserved but no notice of cancellation/non-attendance has been given in advance.

Yours sincerely

Francois Smit, SRHE Event Manager, Society for Research into Higher Education, 73 Collier Street, London N1 9BE, Telephone 0207 427 2350, Fax number 0207 278 1135,


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SRHE Higher Educational Policy Network

Monday 19th March, 4-6.30pm, Room GC1-08

London Metropolitan University, Holloway Road, London N7

Changing Expectations of Universities and the Role of the State: A Historical and Contemporary Analysis

This seminar will explore changing expectations of universities through two different but complementary papers. Questions of the relationship between universities and society as well as issues of governance, purpose, participation and equality are raised.

Andrew M Boggs, University of Oxford    

Changing Concepts of ‘The University’ and Oxford’s Governance Debates, 1850s-2000s

This paper offers a historical exploration of changing ideas of the university and wider higher education policy debates through an analysis of the Universityof Oxford’s governance structures over a 150 year period. It offers a narrative of wider changes in the relationship between the university and society over this period.


Professor Penny Jane Burke, Roehampton University

Examining the im/possibilities of widening participation

This paper moves the focus on to the present where the relationship between universities and the state is undergoing a new period of change and uncertainty. The paper explores possibilities for maintaining a commitment to social justice, equality and widening participation in a policy context characterised by increased marketisation and competitiveness.

Tea and coffee will be available at 4pm and the event will start at 4.15. After each paper there will be time for questions and discussion, followed by an opportunity to discuss issues raised in both papers over a glass of wine or juice.

Event booking details

To reserve a place at this seminar please register at or telephone +44 (0) 207 4472525.  SRHE events are open to all and free to SRHE members as part of their membership package. The delegate fee for non-members is £25 [full time students £20]. Non-members wishing to join the Society may do so at the time of registration and the delegate fee will be waived. Please note that places must be booked in advance and that a £25 for non-attendance will be charged if a place has been reserved but no notice of cancellation/non-attendance has been given in advance.

For further details about the Higher Education Policy Network, please contact the network convenor, Professor Carole Leathwood, Institute for Policy Studies in Education, London Metropolitan University:  


Yours sincerely

Francois Smit, SRHE Event Manager, Society for Research into Higher Education, 73 Collier Street, London N1 9BE, Telephone 0207 427 2350; Fax number 0207 278 1135;;


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UALL Widening Participation and Social Inclusion Network

Convenor: Annette Hayton, Head of Widening Participation, Goldsmiths, University of London

SRHE: Access and Widening Participation Network

Convenor: Penny-Jane Burke, Roehampton University

Venue: SRHE, 73 Collier St, London N1 9BE

Date: Thursday 16th November 2011

From 9.30 am- 4pm (lunch included)

The Ethics of Widening Participation Seminar Series

An Ethical Approach to Management and Governance in Higher Education Professor Peter Scott, Institute of Education, University of London +++++ ‘The presentation will consider the ethical dimensions of management and governance – including the ‘information’ challenges posed by league tables, freedom of information, student satisfaction scores and now the key information sets (KIS) thatall English higher education institutions will be obliged to provide following the White Paper, and the tensions between these external challenges and more traditional responsibilities towards collegiality and community. In particular the presentation will discuss the difficult transition from a regime based on ‘public’ values (and characterised by – relatively – low fees, rapid student growth and a commitment to widening access) to a regime grounded in ‘market’ values (and characterised by much higher fees, slower – or reverse – growth and much higher levels of competition) – and its implications for lifelong learning’

Interrogating participation: student experiences and pedagogical practices, Professor  Penny Jane Burke, Roehampton University +++++ This presentation will explore students’ experiences in relation to pedagogical practices to consider the ethical issues this raises for widening participation (WP). Key issues that will be explored include the ways different pedagogical practices and relations might be experienced as exclusive, the different pedagogical practices that HE teachers draw on in relation to WP, and the ways that pedagogies might (or might not) support the processes of being constituted as a legitimate student-subject in higher education. The presentation will draw on data from a qualitative project funded by the Higher Education Academy to explore these issues.

Curriculum, Employability and Knowledge: What makes a good degree? Annette Hayton,  Goldsmiths, University of London +++++ Developing employability skills in students is increasingly seen as an important aspect of higher education and, in order to help students to choose their degree course, Universities will have to provide information about the employment of their graduates. On the surface this can seem very rational but the job prospects of young people are not wholly defined by their qualifications or talents. A ‘useful’ vocational  degree often has less status and value in the market place than a traditional subject such as History taken at a prestigious university. This session will explore how the value placed on a degree is framed and shaped by existing cultural and economic inequalities.

Riots, Resistance and Rhetoric: the implications for higher education Professor Les Back, Goldsmiths, University of London +++++ The seeds of the current crisis in universities had a long gestation period, emerging from a sequence of transitions that have transformed the nature of higher education. It now appears to be morphing into the neo-liberal university of commerce where knowledge is valuable only if it has a marketable exchange value or the potential for policy relevance.  The contradictions inherent in this approach are brought into sharp focus when we consider the humanities. As a teacher I have been thinking about this a lot and wondering, ‘What is the promise of sociology for new graduates?’ Perhaps it is to provide ways of understanding what is before them and imagining ways to act in a society full of moral complexity. This approach might provide a way of understanding the urban unrest this summer and show that it is not unrelated to a schism in opportunities that is opening up amongst the young in the UK, including access to higher education.

Black and Minority Ethnic Students Negotiating White ‘norms’, Managing Exclusion: Ethical Challenges in Higher Education Professor Gill Crozier, Roehampton University +++++ According to some research Minority Ethnic students are proportionately over represented in the Higher Education sector. However, this broad statement masks which specific Minority Ethnic students these are and also which universities and which subjects they attend/study. In any case universities in Britain continue to be White and middle class dominated institutions.  In this paper I draw on some empirical research to look at the processes involved in negotiating White norms and values.  I will draw on Critical Race Theory, Critical Race Feminism and Bourdieu’s concept of symbolic violence to analyse the ethical imperatives that universities need to address in developing and transforming themselves into more egalitarian and equitable  places of learning.

Speakers Biographies

Peter Scott is Professor of Higher Education Studies at the Institute of Education University of London and also Chair of the Council of the University of Gloucestershire. At the end of last year he stood down as Vice-Chancellor of Kingston University after 13 years in post. Previously he was Pro-Vice-Chancellor and Professor of Education at the University of Leeds, and Editor of ‘The Times Higher Education Supplement’ from 1976 until 1992. He was a member of the board of the Higher Education Funding Council for England from 2000 until 2006, and Chair of the Universities Association for Lifelong Learning from 2002 until 2009.

Penny Jane Burke is Professor of Education at Roehampton University, London, where she is Director of the Centre for Educational Research in Equalities, Policy and Pedagogy (CEREPP) and Founding Director of the London Paulo Freire Institute (LPFI). Dedicated to the development of methodological and pedagogical frameworks that support critical levels of understanding of equity and social justice in higher education, her current and recent research includes: ‘Formations of Higher Education Pedagogies’ (HEA-funded); ‘Transitions to Masters Level Study’ (HEA-funded); ‘Educational Access for All’ (EU-funded); ‘Men Returning to Study’ (ESRC-funded) and ‘Art for a Few: Exclusions and Misrecognitions in HE Admissions’ (NALN-funded). Penny is the Access and Widening Participation Network Leader for the SRHE. Her publications include Accessing Education effectively widening participation (Burke, 2002, Trentham Books) and Reconceptualising Lifelong Learning: Feminist Interventions (Burke and Jackson, 2007, Routledge), which was nominated for the 2008 Cyril O. Houle World Award for Outstanding Literature in Adult Education. Her book The Right to Higher Education: Beyond Widening Participation (Burke, Routledge) will be published in March 2012.

Annette Hayton is Head of Widening Participation at Goldsmiths, University of London and manages a range of activities designed to support successful progression to higher education. Before joining Goldsmiths she managed the London Region Post-Network at the Institute of Education and is currently convenor of the UALL Widening Participation and Social Inclusion Network.Annette is interested in how educational theory can be developed and applied in practice to promote positive change within the education system, aiming to  combine theory and practice in her work. She has produced two edited collection for Kogan Page Tackling Disaffection and Social Exclusion: Issues for Education Policy in 1999 and, with Anna Paczuska, Access, Participation and Higher Education in 2002.

Les Back is a Professor of Sociology at Goldsmiths, University of London.His main fields of interest are the sociology of racism, popular culture and city life. His work attempts to create a sensuous or live sociology committed to searching for new modes of sociological writing and representation. This approach is outlined in his most recent book The Art of Listening (Berg 2007). He also writes journalism and has made documentary films. He is the coordinator of the ESRC funded Live Sociology programme which offers training in the use of multi-media in qualitative research as part of Researcher Development Initiative.  His books include: Auditory Cultures Reader with Michael Bull Berg (2003), Out of Witnesses with Vron Ware, University of Chicago (2002); The Changing Face of Football: Racism and Multiculture in the English Soccer, with Tim Crabbe and John Solomos (Berg 2001);New Ethnicities and Urban Culture: Racisms and Multiculture in Young Lives (University College Press, 1996);Race Politics and Social Change, with John Solomos (Routledge, 1995); His latest work onthe ethics of scholarship and teaching has been made available as a multi-media ebook entitled The Academic Diary (2011)

Gill Crozier is Professor of Education in the School of Education, Roehampton University, London.  She is a sociologist of education and has researched and written extensively on ‘race’ and education and its intersection with social class and gender. Specific areas of her work include: issues relating to parents and schools, young people, and higher education. She is also concerned with education policy, and the socio-cultural influences upon identity formation and learner experiences.  Her ESRC funded studies include: The Socio-Cultural and Learning Experiences of Working Class Students in Higher Education;  Identities, Educational Choices and the White Urban Middle Classes project;  Parents, Children and the School Experience: Asian Families’ Perspectives. Her books include: Parents and Schools: Partners or Protagonists? (2000) Trentham Books; Widening Participation Through Improving Learning. (2009) (Edited by M. David) Routledge ; White Middle Class Identities and Urban Schooling (2011) with D.Reay & D.James. Palgrave


Event booking details

To reserve a place at this seminar please register at or telephone +44 (0) 207 4472525.  SRHE events are open to all and free to SRHE members as part of their membership package. The delegate fee for non-members is £25 [full time students £20]. Non-members wishing to join the Society may do so at the time of registration and the delegate fee will be waived. Please note that places must be booked in advance and that a £25 for non-attendance will  be charged if a place has been reserved but no notice of cancellation/non-attendance has been given in advance.

Interested in joining the AP Network-but not able to attend this event? To receive details of future events in this series and to join the mailing list.    Please email


Yours sincerely

Francois Smit

SRHE Event Manager



Society for Research into Higher Education

73 Collier Street

London N1 9BE

Telephone 0207 427 2350

Fax number 0207 278 1135


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UALL Widening Participation and Social Inclusion Network

Convenor: Annette Hayton, Head of Widening Participation, Goldsmiths, University of London

SRHE: Access and Widening Participation Network

Convenor: Penny-Jane Burke, Roehampton University


Venue: SRHE, 44 Bedford Way London WC1R 4LL

Date: Thursday 14th July 2011

From 1pm- 4pm (lunch available from 12:30pm)


The Ethics of Widening Participation Seminar Series


Ethical dilemmas in widening participation: issues of pedagogy and identity

Dr Jacqueline Stevenson, Leeds Metropolitan University

For more than a decade various governmental policy initiatives have been implemented in the UK to increase the number of students attending higher education. However, whilst these initiatives have been widely critiqued there has been almost no consideration as to the ethical implications of widening participation. This is a significant omission since both WP policy and practice give rise to serious ethical concerns, not least being whether we should continue to increase access to HE at all knowing that many widening participation students are more likely to drop out, get worse degrees, graduate with higher levels of debt and be less employable post-graduation than their peers. Drawing on issues of pedagogy, student support and both staff and student identities, this presentation will act as a ‘think-piece’ offering an opportunity to consider the implications of widening participation from both an ‘ethics of justice’ and ‘ethics of care’ perspective. 


Widening Participation and the Capability Approach

Dr Michael F. Watts, University of Cambridge

This paper uses the capability approach to address the ethics of the widening participation agenda.  The capability approach de-emphasises the significance of commodities (including educational commodities) in favour of the opportunities they enable in pursuit of the good life.  It demands a context-based understanding of how the socio-cultural circumstances of young people influence the real opportunities they have to recognise the value of and engage with higher education.  This more nuanced engagement with the concept of well-being recognises that the inevitability of human diversity generates different realisations of the good life.  It also enables engagement with the adaptation of preferences that continue to bedevil attempts to increase access to higher education.  The focus on freedom, illustrated here with reference to a number of empirical studies, frames a more just approach to widening participation that is concerned with what young people have rather than what they lack. 



Event booking details

To reserve a place at this seminar please email Nicola Manches at: or telephone +44 (0) 207 4472525.   Please include the name of your institution and whether you are an SRHE or UALL member.


SRHE members: free

UALL members: £25

All Non members: £40

Payment can be made by cheque (made payable SRHE and sent to SRHE, 44 Bedford Way London WC1R 4LL ) or phone through with credit card details.  Please note that places must be booked in advance and that a £25 for non attendance if a place has been reserved but no notice of cancellation/non attendance given by 7 July 2011.

Yours sincerely

Francois Smit

Society for Research into Higher Education

44 Bedford Row

London WC1R 4LL

Tel: +44 20 7447 2525

Fax: +44 20 7447 2526


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DPR10: Discourse, Power, Resistance Conference 2011


University of Plymouth, United Kingdom, 13-15 April 2011
Sponsored by the School of Secondary and Further Education Studies

Official DPR Conference Website:

The DPR conference returns to Plymouth in its tenth year, bringing together learners, teachers, researchers and policy-makers from the international education community to look at the crises in contemporary education, not just at post-compulsory level but across the board from pre-school to post-graduate. The need for change in education has never been more urgent. The conference will bring colleagues from around the world to think radically about education changing, and needing to change.

The conference will be divided into 7 streams:

– What is the point of education?
– Anticipative education: policy and practice
– Education in a funding crisis
– Widening participation: for real
– Education across the boundaries of faith: challenging fear and hatred
– The future of post-compulsory education: the internet and 
   the role of the university
– DPR: open

The DPR conference is a site for the radical critique of discourse, power and resistance within and beyond the discipline of education, looking at concerns which are currently troubling learners, teachers and researchers engaged at all stages from pre-school to postgraduate. The conference looks more widely at the impact on education of powerful interests in and behind the policy-making apparatus as they exert their influence to reshape the goals and ethos of learning, teaching and research. DPR transgresses inter-disciplinary boundaries, attracting scholars from across the humanities and social sciences. A continuing concern of the conference is the contested issue of research methodology and the related issues of the problem of knowledge.

The conference has an international reputation, drawing delegates from a wide range of the developed and developing nations and attracting world-class keynote speakers.

The DPR journal, Power and Education (, was launched in 2009.

For full information, including a Call for Papers and registration details, please visit the conference website:

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Society for Research into Higher Education (SRHE)

Postgraduate Issues & Access and Widening Participation Networks

Widening Participation to Research Degrees

SRHE 44 Bedford Row, London, WC1R 4LL

21st September 2010 1pm – 4.30pm


Paul Wakeling (Lecturer in Education, University of York)

Professor Liz Thomas (Edge Hill/Higher Education Academy)

Access to research degrees is a neglected topic in higher education research and policy. ‘One Step Beyond’, the recent review of postgraduate education for BIS, raises the possibility that inequalities addressed at undergraduate level will reappear among postgraduates and calls for an investigation of access to postgraduate study. Research degrees are the source of higher education’s future labour force, but questions of access to doctoral study have been little debated.

This joint seminar between SRHE’s Postgraduate and Access and Widening Participation Networks will include a presentation of the recommendations of a recent research synthesis of the subject commissioned by ESRC. It will provide an opportunity to discuss an agenda for future research on widening participation to postgraduate study in general and doctoral research in particular.

This event is partly funded by RCUK


Tel: 020 7447 2525      Fax: 020 7447 2526     


Free event but places must be booked.

Please note that places must be booked in advance and that a £20 cancellation fee will be charged for any delegate if no prior notification of alteration is given.

Nicola Manches

Administrative Assistant

Society for Research into Higher Education

44 Bedford Row

London WC1R 4LL

Tel:  +44 (0) 20 7447 2525

Fax: +44 (0) 20 7447 2526

SRHE Annual Research Conference 2010

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Please forward the details of the UCAS Research Forums to anyone who may be interested in attending, or having their name put on our mailing list for future forums (see titles and abstracts below).


We are now taking bookings for the forum being held at UCAS, Cheltenham, on 21st May, when Miriam David will be giving a presentation on diversity and widening participation in higher education.

Email: to book your free place.



21st May, 14:00-16:00: Miriam David, ESRC Teaching & Learning Research Programme, Institute of Education

Diversity and widening participation in HE

This talk will be based upon Miriam David’s forthcoming edited book entitled Improving Learning by Widening Participation in HE (Routledge), which is based upon the findings from the seven projects funded through ESRC and TLRP on this topic, which ran from 2005 to 2008.

UCAS research forums aim to provide:

* Increased understanding of the UK’s education policy context

* Greater appreciation of the admissions experiences of UCAS’ stakeholders (applicants, higher education institutions (HEIs), schools and colleges)

* Robust approaches to research in the area of admissions and widening participation.

There is no charge for attending the forums, but places will be allocated on a ‘first come, first served’ basis. Please contact to book a place at any of the forums and/or to be added to the research forum mailing list



Future forums:


30 June, 14:00-16:00: Clare Holdsworth, University of Liverpool

‘They just change the bus route’: Students’ mobility decisions and orientation to Higher Education

One of the most anticipated, and at times regretted, outcomes of the recent expansion of higher education (HE) in England is the concomitant shift towards local recruitment of students, as opposed to the ‘traditional’ pattern of leaving home to go to university. While students’ mobility choices may be considered an outcome of their financial concerns, empirical research on students’ mobilities reveals a more complex reasoning. In particular it demonstrates the differential attitudes to and expectations of HE associated with mobility choices. This paper will review the evidence of changing patterns in students’ mobility and how mobility choices are associated with distinct orientations towards HE. In particular I consider how the decision to study local is associated with vocational/skill-enhancement approaches to HE rather than embracing Liberal Arts ideals.


17 September, 14:00-16:00: Bahram Bekhradnia, Higher Education Policy Institute

The experience of students into and within university

This seminar will address issues to do with access to university and the experience of students with different types of qualification when at university. It will draw in particular on the HEPI studies of the different experiences of students with vocational and academic level 3 qualifications, and the HEFCE research on ‘Who does best at university’.


4 November, 14:00-16:00: Matthew Williamson and Giles Martin, Queen Mary, University of London

Transitions to higher education: research into students’ expectations and experiences of learning and teaching

The seminar will be given by Dr Matthew Williamson and Dr Giles Martin of Queen Mary, University of London and will be presenting results of their research into student transition into higher education. This research, which focuses on expectations and experiences of learning and teaching and the ways in which students negotiate the transition from the teaching they have experienced before entering higher education and the methods they are exposed to, and skills they have to develop, once they start at university. The project used a survey of all new undergraduates, together with a series of interviews with selected students and visits to schools and colleges in the local area for observation and interviews. The seminar suggests ways in which students and staff can be better prepared for the transition into higher education.



Please contact to book a place at any of these forums.

Kind regards,


Dr. Harriet Dunbar-Goddet, Senior Research Officer, Policy and Communications, UCAS, T 01242 223723, F 01242 544954;

UCAS, Rosehill, New Barn Lane, Cheltenham, GL52 3LZ



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Politics, Democracy and Practice


Date: 20th February 2009, 10.00 – 4.30

Venue: Coventry University, Richard Crossman Building, Jordan Well, Coventry CV1 5FB

Details at:

The C-SAP Critical Pedagogy/Popular Education Special Interest Group is organising a day for higher education teachers and educators to think about the relevance and importance of the bodies of ideas known as Critical Pedagogy and Popular Education.

Are you someone who:

* Believes in academic excellence but not elitism?

*Is concerned about the creeping culture of neo-liberal managerialism in Higher Education?

* Is uncomfortable about the idea of academics as entrepreneurs?

* Is concerned that the business culture in higher education is corroding collegiality?

* Believes in the positive value of widening participation in higher education?

* Is looking for new, creative ways of working with students?

* Believes that education still plays a vital role as a vehicle for progressive social change?

* And would like to connect with others who share these concerns?

If you answer to some or all of these questions is ‘yes’, then this is a day you should make every effort to attend. We believe it is important for progressive educators to meet and share ideas precisely at a time when the current economic crisis and growing popular discontent with neo-liberal policies across the world make it vital to elaborate alternative, participatory strategies for addressing the educational challenges of our times. We see this as a moment where we can (re)polticise, critique and reclaim the categories of existing discourse (such as ‘widening participation’, ‘inclusion’, ’employer engagement’, ‘diversity’ etc.); and where we can together articulate our private troubles not simply as individual grievances but as the whole public issues they represent.

Aims and Objectives of the Day:

The day seeks to provide an opportunity for teachers in higher education across the full disciplines/subjects to share, update and develop our ideas and commitments to radical pedagogical practices that seek to promote inclusivity, social responsibility, ethical reflexivity and political awareness. By the end of the day participants will have developed:

1. A critical understanding of key ideas and methods associated with critical pedagogy and popular education

2. Creative ideas for enhancing their pedagogical practices through engaging insharing of ideas and critical dialogue with colleagues from different institutions and disciplines

3. Ideas and strategies for building alliances, networks and communities of practice amongst academics, students, cirizens, activists and social movements.

Programme for the day:

The programme for the day will include a range of keynote speakers and workshops on themes and issues relevant to our aims and objectives. This will include material such as:

[1] The Moment of Critical Pedagogy – Why Critical Pedagogy? – Why Critical Pedagogy now?

[2] The ideas of Popular Education in Research and Politics

[3] ‘Race’ and Social Justice in the University and in the Community

[4] Gender, Sexulaity and Critical Pedagogy

[5] Performance as a Critical Tool

[6] Conversational Podcasting

The day will also include a performance from Banner Theatre, one of Briatin’s longest established community theatre companies, wh have extensive experience of working with marginalized and disadvantaged communities.

Cost and who can attend: The workshop is free for participants and places will be allocated on a ‘first come first served’ basis. Primarily ai,ed at HE teachers and students.

How to apply: Please contact FRances Worrall at C-SAP:

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