This is an exploratory project aiming to understand how inclusive education policy travels through and between countries, the contextual dimensions that influence the adoption of global inclusive education policies in low/middle-income countries, and the role of multi/bilateral organisations in that process.
This study is driven by the growing evidence of the direct link between diet and childhood obesity, and diet and climate change, and aims to explore ways to adapt current school lunches, food education curriculum, and other food related extra-curricular activities in two primary school settings in order to develop and enact a Food Education for Health and Sustainability (FEHS) partnership.
FEHS refers to the mobilization of partners within the school community as well as experts in the civil society to promote a healthy and sustainable school food culture by identifying and using available opportunities, overcoming challenges through creative collaborative thinking and finally enacting a durable and sustainable change.
My research will investigate the use of mapping for nurturing creative thinking skills among students age 15–18. Working collaboratively with both teachers, students as well as industry specialists, a form of mapping based on spatial notations –and inspired by Kevin Lynch’s legibility work– will be developed and tested through workshop sessions and in the classroom context.
I intend to establish an emancipatory and inclusive pedagogy as a context for digital storytelling in an attempt to capture the essence of young people’s literacy practice and explore the links between culture, identity and technology.
I will work with a culturally diverse group of teenage participants making digital stories at an after-school club, culminating in the collaborative production of a short film entitled “Our Bristol Stories”. By establishing points of intersection between cultural practices I hope to open up educational third spaces that may foster new forms of literacy practice through negotiation of meaning and hybridity.
My MSc and PhD project seeks to explore the influence of widening participation evaluation practices within English Higher Education on practice and policy decisions. The research will use multiple-methods including documentary analysis of policy documents and semi-structured interviews with policy-makers, widening participation managers, practitioners and evaluators to pragmatically develop plausible theories of evaluation influence within the higher education sector. My research is conducted with support from the Office for Students and seeks to build collaborative partnerships with higher education institutions and policy-makers to ensure findings are practically significant and add value to existing guidance to improve evaluation practice in the sector.
I have been fascinated by the ‘creativity question’ since re-entering education as a teacher-researcher. With rapid changes in technology, economics, politics, and globalized societies, there has been increasing interest in the role of education in shaping the knowledge and skills of our future citizens in a more applied and purposeful way. Yet, there is little consensus as to how to define, assess, and ultimately achieve ‘progress’ in the classroom with regard to creativity. My research brings together the processes and attitudes of professional writers, lecturers, and teachers to illuminate ways forward for formative assessment and feedback for creativity in writing.