Events

On this page we list any forthcoming events in the Graduate School of Education. See also all events in the College of Social Sciences and International Studies.

Research seminars
Each term the Graduate School of Education arranges a series of Research Seminars for staff, students, visitors from other educational institutions and partnership schools, where internationally renowned academics present their current or recently completed research and scholarly work.

Past events can be found here.

WhenTimeDescriptionLocationAdd to Calendar
3 October 201715:30

Preparing healthcare scientists for team work

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
BC212Add this to your calendar
24 October 201717:00

Seminar by Dr Colin Foster (University of Nottingham) Developing mathematical fluency: exercises or rich tasks?

Achieving fluency in important mathematical procedures is fundamental to students’ mathematical development. The usual way to address procedural fluency in the classroom is by repetitive practice of routine exercises, but is this the only effective way? Full details
Baring Court 114Add this to your calendar
7 November 201715:30

Medical Student’s View of Science

The Centre for Research in Professional Learning are holding regular discussion sessions, known as Research Teas, throughout the 2017/18 academic year. All are welcome to attend. Full details
BC212Add this to your calendar
21 November 201717:00

Seminar by Professor Carol Taylor (Sheffield Hallam University) Posthumanist/ new material feminist imaginaries for higher education research and pedagogy

Posthumanism is a mobile term, a constellation of theories, concepts, approaches and practices which share an interest in destabilizing binaries, decentering the human, and forging new ways of doing and thinking ethics in relation. Posthumanism has been seen as both a ‘reaction’ to Humanism (Wolfe, 2010) and a recognition that the current era of the Anthropocene is having a destructive impact on the planet and its inhabitants. It is for these reasons that Rosi Braidotti (2013: 2) suggests that the post-human condition has introduced a ‘qualitative shift’ in our thinking about what ‘the basic unit of common reference is for our species, our polity and our relationships’, that Karen Barad (2007: 142) urges attention to ethico-onto-epistemological understandings of how matter comes to matter in more-than-human entanglements, and Donna Haraway (2016) argues for a speculative feminist practice of ‘making kin’ through relational acts of string-figuring. Full details
Baring Court 114Add this to your calendar
16 January 201817:00

Seminar by Professor Andrew Martin (University of New South Wales) - title to be confirmed

Title and abstract to follow. Full details
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27 February 201817:00

Seminar by Emeritus Professor Ian Menter (University of Oxford) Teacher education and government: a tale of two countries

The relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. Full details
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13 March 201813:00

Seminar by Professor Dongbo Zhang (University of Exeter) Cross-linguistic Perspectives on Reading Development

In this talk, I will discuss development of reading abilities from cross-linguistic perspectives. Print represents spoken language, which is a universal principle that holds across languages; yet how specifically different linguistic units are encoded in print vary from language to language. The similarities and variations in language-to-print mapping relationships suggest universal as well as language/script-specific processes in early reading development. Full details
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8 May 201817:00

Seminar by Dr Joanne Pearce (University College London) From Anthroposophy to non-confessional preparation for spirituality?

It has been suggested common schools might be able to learn from spiritual education in Steiner schools. This assumes practice in Steiner schools is compatible with the aims of spiritual education in common schools. I question this by considering whether the former is confessional, as the latter should not be. I explain how my concern about the potentially confessional nature of Steiner spiritual education arose. I then argue for a nuanced understanding of confessional education, distinguishing between ‘weak’ and ‘strong’ confessional education, as well as between confessional education as intentional and as defined by outcome. I argue that spiritual education in common schools should prepare pupils for spirituality, without being confessional. I consider whether Steiner schools are confessional by drawing upon findings from research conducted at six Steiner schools. Full details
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