Poetry with a hint of Eastern promise

"It's certainly difficult to think of a better symbol of civilization" Philip Larkin - On Books

“It’s certainly difficult to think of a better symbol of civilization”
Philip Larkin – On Books

I have just returned from the far east. You need to understand, that in making this statement I am not referring to an exotic far away location such as Myanmar or Indonesia, countries often referred to as eastern lands. No, the place to which I refer is still within the bounds of the UK, though the convoluted route to attain this far flung destination makes one feel that it could be far removed from here.

Having thought about this recent journey I realised that the time taken to travel from my Northamptonshire home by train to Hull, on the eastern coast of England, was marginally longer than a recent flight I made to Istanbul. It is hard to find similarities between the magnificent former stronghold of Constantinople that so elegantly forms a link between Europe and Asia, and a far flung English city which takes its name from the river upon which it is located near the mouth of the river Humber. Nevertheless, Hull was my destination and one of the great advantages of spending several hours on a train is the time that can be devoted to working and reading.

Hull and back in a day would normally be a prospect that would fall some way short of filling me with joy. As it happens, on this occasion I was delighted to make the journey to examine a PhD written by an enthusiastic, articulate and interesting young lady from Saudi Arabia, who had conducted an interesting piece of research. The satisfaction of seeing her leave the viva voce examination with a beaming smile and dashing off to telephone her husband and children ensured that I began my return journey in good humour.

I do, however, have to make one small confession about my visit to the University of Hull. This is not an institution with which I am particularly familiar, and one that I am not likely to visit on a regular basis, but having been invited to undertake this particular task, I was eager to arrive early. Thus it was that for a 12.00 pre viva meeting, I arrived at 11.00am in order to fulfil a particular mission.

My interest was not specific to the university building, though if ever the term red brick could be applied to a university, Hull would certainly provide the finest example. I was in fact drawn to the university campus inspired by probably its most celebrated previous member of staff. I refer here not to an eminent researcher or academic, but rather its famous longstanding librarian. Philip Larkin, one of the most respected English poets of the twentieth century was appointed librarian at the University of Hull in 1955 and remained in the city until his death in 1985. Whilst the library at Hull is named after a former Vice Chancellor of the university, there is now a Larkin building on the campus.

So it was that on reaching the university my innate curiosity led me straight to the library where Larkin worked for so many years. In all honesty it does not differ greatly from university libraries elsewhere around the world, but there is something about writers and their locations that I cannot resist. This after all is a place where Larkin looked for and found so much inspiration. He was reputedly a somewhat curmudgeonly man, but surely anyone who loved words and books must also have had a gentler side to his soul. Whilst much of his slightly irreverent poetry captures images of people and events, I could not avoid thinking about his Whitsun Weddings collection and the journey that he commenced and describes so vividly from Hull railway station. It is then fitting that on this station today thirty one years after his death, there is a statue (shown at the head of this posting) of Larkin which sees passengers away from Hull just as he departed from that platform so many years ago.

It may be a pointless and rather trivial occupation, visiting places associated with writers, but perhaps there is something in all of us who love words that inspires a nugatory hope that such time frittered away may result in a modicum of talent rubbing off on ourselves. The Indian writer and diplomat Navtej Sarna in his amusing book Second Thoughts: On Books, Authors and the Writerly Life, describes how a “desire to understand the mind of the writer and the process of literary creation” has driven him to search for the grave of Boris Pasternak, drink in a favoured haunt of Dylan Thomas, seek out a café in which Naguib Mafhouz regularly passed his mornings and see the words from Ruskin Bond’s Landour Days etched in the landscape of Musoorie

I now discover that a much earlier poet, Andrew Marvell (1621 – 1678) also lived and spent his school years in Hull. Perhaps there is more of the exotic about this far flung corner of the land than I had previously realised.

Philip Larkin, Librarian and Poet

Philip Larkin, Librarian and Poet

Click on the link to hear Philip Larkin Reading The Whitsun Weddings

 

Indian colleagues, leading the research agenda

Researchers experienced and novice work together to develop an understanding of educational issues.

Researchers experienced and novice work together to develop an understanding of educational issues.

 

In recent months an exciting new venture for our work in promoting inclusive education in Bangalore, has been the development of a small cohort of research students who are registered to study for a PhD with the University of Northampton. These are, for the most part, students who have completed their MA programme with us in Bangalore and have already produced work of exceptional quality for their postgraduate dissertations. Indeed, some of their work has been published in reputable research journals and their investigations have attracted interest beyond India. These enthusiastic investigators have been busy of late generating formal research proposals and submitting these for the scrutiny of university committees that oversee research quality and ensure ethical practice.

For those of us involved in supervising the work of these students and providing an appropriate training programme, both during our visits to Bangalore and at a distance, this development brings new opportunities and challenges. It has always been our intention to support colleagues in the promotion of a new generation of skilled researchers who can assist in moving inclusive education forward in this part of India and we are delighted to have recruited colleagues of such outstanding quality. However, we are also aware of the currently limited opportunities that exist for these colleagues to become fully immersed in an education research culture such as that which exists in the UK and much of Europe. We are though, fully committed to the process of assisting our students to change this situation, and have every confidence in their abilities to play a leadership role in the near future.

I have been thinking about these challenges over the past couple of days, my attention having been drawn to an article written in an Indian financial magazine called Mint, by Anurag Behar who is from the Azim Premji Foundation. Under the headline Researching Education, Behar argues that there should be both an increase in educational research in India, and a realignment of focus to ensure that we can gain greater insights into both the role and effectiveness of the teacher, and a deeper understanding of education in a social context. The article is clearly written for a lay audience, but makes a number of astute observations about the current lack of understanding of education provision in the country and the ways in which it may promote positive social and economic change.

A number of expressions in this interesting piece of journalism provide evidence of the thoughtful approach adopted by Anurag Behar. At one point he suggests a specific role for educational research when he states that:-

“with experience and rigorous reflection, one can arrive at relevant (let’s call them) operating principles that can help in flexibly responding to multiple contexts and situations. Given our dynamic social reality, even these need constant critical interrogation”.

He then goes on to suggest some quite specific questions, listing some of what he sees as being current priorities:-

“how can the capacity of our 8.5 million teachers, who have a full-time job, be improved within the constraints and diversity of our education system and social reality? How does community engagement with schools become effective? How can schools foster constitutional values? How should schools be governed, recognizing fully that simplistic, industrial-mindset governance mechanisms are not only ineffective but also harmful to good education? How do we deal with the rot in the pre-service teacher education system?”

As I read Behar’s short article, I wondered how many colleagues working within schools and universities in India would agree with the arguments he puts forward. Those of us who endeavour to keep abreast of educational research in India, are often frustrated by the apparent belief that large scale surveys are the only means of providing useful data. Such work requires significant funding which is not available to either the practitioner researcher, or to many who would wish to engage with the kinds of questions that Anurag Behar would have prioritised. The value of smaller scale studies focused upon the specifics of pedagogy and classroom management is largely denied by those in positions of authority and power in the Indian education system. In concluding his article he suggests that:-

“Research in education must focus on the real and important issues within education. This requires educators themselves to become adept at asking and answering research questions, rigorously and systematically. If educators take responsibility for research, it will definitely cause a quiet revolution in education research and education itself”.

I find myself totally in agreement with this last statement, and hope that Behar’s views may be heeded by those who oversee educational research in India. Our young enthusiastic researchers in Bangalore have already proven themselves, along with many of their peers who have completed small scale research for a post graduate qualification. They have developed research skills and utilised these as they have investigated the realities of classroom life, and the challenges faced by teachers, students and families. Their commitment to the promotion of change and the development of a more equitable society is one of the most important stimuli that encourages myself and my colleagues in our work in Bangalore. In reading the article from Anurag Behar I am heartened to see that others are recognising the importance of fostering a research culture that is clearly focused upon schools, teachers, children and families. Such arguments further justify the work being undertaken by our excellent students and will, I hope encourage them towards ever greater achievements.

Never underestimate the power of dance

Marking MA dissertations is both an interesting experience and a challenge. Many students conduct interesting small scale research studies and write fascinating dissertations that educate their tutors as much as themselves. The challenge often comes with getting them all marked in a limited time span ready for examination boards.

Along with colleagues who teach on the MA in Special and Inclusive Education course in Bangalore, I recently finished marking our latest batch of final studies from a cohort of excellent students. As is often the case there was a significant amount of highly original and innovative work within these dissertations, and the time spent reading and marking was informative and interesting. Most of the students complete research focused upon their own work and schools, and provide insights into the daily challenges that they face and the ways in which they endeavour to overcome these. Often they investigate their own teaching approaches with considerable enthusiasm and critique these in a most honest and reflective manner.

A recent video posted on the BBC news website (see below) encouraged me to return to a number of recordings made by Maitreyee one of our Bangalore students whose excellent dissertation I marked a few weeks ago. Maitreyee works in a special school with many children who present with complex learning needs and in some instances additional physical disabilities. She is an enthusiastic dancer who performs with a local group in Bangalore and had utilised her knowledge of dance to inform her teaching in school.

Maitreyee in her research considered how the use of dance impacts upon both the learning and well-being of the students she teaches. Through a series of interviews and video recorded observations she involved her students at the heart of her project,and was able to demonstrate the many benefits of the work that she has undertaken over several years . Watching the video recordings it was soon evident that many of the young people in her classes use dance as an effective means of communication whilst also gaining a great deal of pleasure from their movement and performance. This is a unique study and one that I hope may find a broader audience though publication.

It was with Maitreyee’s work in mind that I returned to the BBC video posted on this blog which I feel demonstrates a number of things with which I am sure she would agree. Not least that dance can be a tremendous vehicle for learning and that for some students it inspires self-confidence, a means of expression and enthusiasm. Equally important is the message that we should never underestimate an individual who is labelled as having a specific “condition” or described as having a disability.

I have watched this video several times now and each time new thoughts come to mind. Firstly, that I personally lack the co-ordination that is evident in the accomplished young lady featured in the film. Secondly, that she exudes an amazing confidence and authority in her demonstration of technique and her teaching. Thirdly, that she expresses a realistic ambition and dedication for what she might achieve in the future, and finally, that this is a young lady who has great confidence in her own abilities, and that others must also have shared this confidence, though I suspect some may have underestimated  her capabilities.

I don’t really want to say anything more about this video recording, but rather leave it for you to watch and then hopefully to hear about the reaction it might promote in you. If you have comments I would be delighted to hear what they are. I hope you enjoy the short presentation.

Now I’d better get back to some marking I suppose.

 

 

Staying focused as we approach the finishing line.

Everyone assumes a role as we learn together on the MA programme

Everyone assumes a role as we learn together on the MA programme

Supporting our MA students in Bangalore as they work on the preparation of their dissertations is always interesting and at times challenging. At present we are working with a very enthusiastic and able group who have generated excellent research proposals and piloted one of their data collection instruments. At this stage of their progress they come back to us with many questions and a few anxieties about aspects of their piloting that maybe didn’t run as smoothly as might have been wished for. At the moment our job is not simply to give answers, but to give them opportunities to find solutions.

As part of the proceedings we encourage these neophyte researchers to bring their issues to sessions in order that we can help them to think these through, and learn about managing their projects. This invariably leads to lively debates and results in a stimulating learning environment from which we all benefit. Today was no exception.

This afternoon started with one of our students showing a brief clip of video recording of her work with parents of children from a village community near where she is based. Many of these adults are parents of first generation learners and our student wishes to gain data from them to inform her research, which is examining the effectiveness of the school provision made for their children. This is an exciting project which demonstrates the commitment and impact that some of our students are having in fostering more inclusive learning opportunities.

In order to gain the data that she requires this keen researcher is planning to use focus groups, but like many at this stage of her research development, she is apprehensive and has questions about how best this should be managed. What are the difficulties in collecting data from parents who cannot read and write? How do I manage a group when they don’t follow the conventions of taking turns to speak? These and other similar concerns were brought to the table. So this afternoon, much of the time was spent in role play, with students taking  the part of participants, researchers, recorders and observers. Everyone took the role they were playing seriously, and the action was followed by a lively discussion, with an exchange of ideas and suggestions that helped in the development of a set of principles for focus group management. Hopefully our student feels more confident and many of her questions will have been addressed. I look forward to her reprting back after the next stage of data collection.

Sessions such as these, led largely by the students themselves, and often involving friendly banter and laughter, can only be conducted when they feel at ease with each other, respecting their classmates and demonstrating a willingness to share ideas. I am sure that as these students begin the last leg of their journey towards achieving their MA degrees they are forming friendships that will endure, and have gained new skills and knowledge that they will take forward for the benefit of the children and teachers with whom they work.

Days like today reinforce the fact that it is a privilege to work together with such committed professionals.

 

 

Good news about teachers just doesn’t sell newspapers!

 

When this teacher does her job well nobody will notice

When this teacher does her job well nobody will notice

Sometimes it feels like the opinions of teachers count for very little when judgements are being made about the quality of education provided for children. It is often the case that when children are perceived to be under performing in schools, or there are media reports about discipline issues, fingers are quickly pointed at teachers as the sole cause of the problems reported.

Here in England there was a time when the views of teachers were eagerly sought by education policy makers at local and national levels. Politicians and administrators were keen to obtain the opinions of those who were working in classrooms in order to inform their ideas, influence policies and bring about change. Sadly, in recent years this has become a less common approach, with a great deal of educational policy made by politicians without recourse to the opinions of teachers, who are often then seen to be held responsible when things don’t quite work out as intended.

It was therefore heartening yesterday to read a research report titled “The Voice of Teachers” which within its introductory pages states that it :-

“aims to move beyond cliché and misrepresentation, bringing to the fore teachers’ own perceptions regarding the education universe they inhabit”.

Perhaps at last, I thought, we have a report that will respect the views of those who work most closely in classrooms, and can provide insights into their professional lives, with all of the concomitant successes and challenges that typify every day school life. Indeed, within a very short time of commencing my read I found that the experiences of the 823 teachers and 441 head teachers interviewed for this research were being presented and discussed in a manner that was respectful, empathetic and realistic in interpretation. There was little evidence of rose tinted glasses in the report’s presentation of facts and figures, but neither was there an apportioning of blame where specific difficulties were identified and shortcomings discussed. Overall the document presents an honest appraisal of school life, drawing upon the perspectives of experienced school professionals alongside a review of significant facts and figures. On reaching the final pages of the report I found myself wondering, why more reports should not draw upon this rich seam of data, provided by teachers and presented in a well-balanced and lucid manner. If only I could find such a document within my own country!

Ah yes, you see, the report in question adopts an approach seldom seen in today’s English education system and comes in fact from Pakistan.

Alif Ailaan is a campaigning organisation in Pakistan that encourages public discourse around education in Pakistan. Interestingly, it is in part funded by a grant from the UK Department for International Development. The organisation has a stated goal to “get every Pakistani girl and boy into school, keep them learning and ensure that they receive a quality education”. This is the kind of statement that is made by many government and non-government agencies across the globe. However, in the case of Alif Ailaan the approach to achieving such a goal appears to be considerably different from that adopted by many others. They are certainly not afraid of being critical of teachers where they feel that this is necessary, but rather than simply apportioning blame, they are committed to looking beyond the headlines to understand the conditions in schools, and how teachers can be supported to address these. This is apparent early in “The Voice of Teachers,” which reports the research commissioned by them in which a clear and balanced statement is made:-

“The teacher is at the heart of the education system. In Pakistan, however, the discourse on education often attributes to teachers virtually everything that is wrong with the system. There is little doubt that teacher performance in the classroom is below par, considering the consistently low learning outcomes recorded through examinations and assessments at all levels of schooling. But is the teacher entirely to blame for this situation?”

The research that informed this report provided data from both questionnaires and interviews, and identified examples of both good practice and shortcomings in classrooms. Among the issues which were identified as problematic in Pakistan’s schools, were overcrowded classrooms, poor quality textbooks, a lack of facilities and equipment, and inadequate professional development opportunities for teachers. The report does not overlook the impact of poverty, stating quite clearly that there are many children attending schools who are malnourished and therefore lack the energy to learn effectively.

Despite the many challenges faced by teachers, the authors of the report described them as being willing to learn and improve their performance, and certainly not lacking in motivation. Many express the opinion that they gain great satisfaction from enabling their students to learn.

The researchers identify many shortcomings in the education system within the country, but at the conclusion of the report they state that:-

 “If there is one clear message from our study, it is that responsibility for the failure to deliver high-quality education does not lie at the doorstep of teachers alone. In fact many of the challenges that teachers face daily have as much to do with their own capacities as with policies and procedures far removed from ground realities and in dire need of an overhaul. It is up to provincial governments to take on this challenge”.

Having read what I consider to be a fair and evenly presented report, which judging from the data that is clearly presented within its pages gives an honest appraisal of schools within Pakistan, I found myself wondering how it would be reported in the press. Dawn, the influential Pakistan national newspaper, often provides well written and interesting articles depicting life within the country. Surely then I would find a report within its pages that would praise the efforts of teachers, whilst discussing the poor resourcing of schools, inadequate training opportunities and large class sizes. I suppose I should not have been surprised, but sadly I found only one article discussing this report and far from praising the work of teachers, this reported that:-

“Over 70 per cent of teachers in Pakistan agree with the statement that corporal punishment is useful.”

This was indeed a finding from the research, and I should not have been surprised that it was singled out for attention by the media. I too was appalled that corporal punishment continues to be seen as a legitimate means of maintaining order in Pakistan’s schools, but just for once it would have been good to see a report that emphasised some of the more positive characteristics of teachers working for the benefits of children, often under the demanding of circumstances. Reporting fairly on the findings of this research could well have provided a much needed boost to teacher confidence – but then, good news rarely makes for attention grabbing headlines!

 

An adventure in learning – “because it’s there!”

It may be tough getting to the summit, but when you are there the view is magnificent

It may be tough getting to the summit, but when you are there the view is magnificent

“Why would anyone put themselves through such stress and hard work?” This was a question asked by a very competent and accomplished teacher and post-graduate student at the university on Friday afternoon. The question was directed towards another student who had just completed a week of induction activities for research students embarking on their studies towards hopefully gaining a PhD. Listening in to their conversation a part of me wanted to hear those immortal words uttered by the great mountaineer George Mallory when asked why he wanted to climb the world’s highest peak, Mount Everest – “because it’s there!” However, the answer I heard was equally profound and gives me great cause for optimism that this young lady has set out on a journey with exactly the right approach. “Because I want to test myself, and in so doing try to make a difference,” she said. “having finished my master’s degree I can see that it has enabled me to improve my teaching and I hope that the PhD will take my teaching and learning on to another level.”

Having received this response I am not sure that her friend was totally convinced that this would justify the many hours of hard work and occasional anxiety that characterises the research degree experience of most students. However, I am sure that this neophyte researcher is commencing her journey with exactly the right spirit and attitude to enable her to succeed.

Progression to study for a research degree is certainly not the best path for everyone, and those who enter such a course of action need to be fully aware of the personal sacrifices, doubts and apprehensions that will most certainly lie ahead. However, for those who complete the path there will undoubtedly be feelings of accomplishment, satisfaction and hopefully a renewed sense of commitment to their subject and the opportunity to make a difference. It is therefore always a pleasure to be amongst enthusiastic students about to launch forth into their doctoral studies and to share with them in discussions about their interests and passions.

On Friday afternoon I spent a little time with around forty such keen individuals each of whom was coming to the end of their induction period and were now about to cast off from the harbour upon their academic adventure. Some will conduct their studies in areas associated with education, and I hope to get to know these students well over the next few years, others working in the sciences, arts, business, history or technology are less likely to come into my immediate purview, but it was a pleasure to be amidst their enthusiastic banter as they discussed their areas of interest with enthusiasm and authority.

Such occasions invariably bring questions to the forefront about why students give such a commitment and make personal sacrifices for learning. Their motives may be many, but it is clear that somewhere along the line they have been inspired to learn, imbued with a spirit of curiosity and encouraged to think critically and develop their own opinions and ideas. I like to think that they have, in part at least, come to this position with the aid of teachers who have committed themselves to their students, whilst demanding excellence and encouraging an enthusiasm for investigation and learning. I am quite sure that if those teachers who had thus inspired these new doctoral researchers in this way had been in that room alongside their former students on Friday, they would have been assured that they had done well by their charges.

In the vanguard of research developments

Getting to grips with the challenges of sampling. Three keen researchers in discussion with Dr David Preece

Getting to grips with the challenges of sampling. Three keen researchers in discussion with Dr David Preece

Throughout this week three students who recently studied for the MA in Special and Inclusive Education which is managed by the University of Northampton in Bangalore have been here in England. Having proven to be outstanding students on the MA programme they have now advanced to enrol as research students working at PhD level. This is a moment of considerable pride for them, for their families and also for the university.

A common concern expressed by students studying on the Bangalore based programme, is that there is a limited corpus of research literature related to special and inclusive education in an Indian context. Students inevitably find themselves referring to journal articles, books and research reports from outside of India which presents the added challenge of having to critique this work in relation to an Indian education system. It should be obvious that some of the approaches to teaching and learning adopted, for example in the more affluent areas of Europe or the USA, will not be easily applied in rural Indian schools. Issues of resourcing, training, expectations, attitude and understanding all need to be interrogated before any confidence can be gained in the application of ideas from socio-economically advantages countries. It is therefore critical that the research capacity in this area in India is increased, and that more Indian researchers make a contribution to the research literature. Data in relation to inclusion and exclusion is at a premium at present, and it is essential that local researchers address this shortfall in order that teachers, parents and children can move towards a more just education system with confidence.

The three colleagues who have joined the PhD programme here in Northampton this week have already begun to address some of the limitations in research in special and inclusive education in their country. Two have recently published papers in peer reviewed journals based upon their MA dissertations, and all are developing proposals to address critical areas related to the teaching of previously marginalised children in their communities. Their research will of necessity require them to engage with teachers, parents, children and policy makers in India, thereby broadening understanding of the complex issues that they are proposing to address.

As all teachers in India are confronted with the challenges of meeting the requirements of the Right to Free and Compulsory Education Act introduced in 2009, they are increasingly seeking the support of colleagues who have begun to consider how first generation learners, or those from scheduled tribes or scheduled castes, along with others with disabilities and special educational needs can be included in Indian classrooms. I am sure that in this regard our students in Bangalore will make a significant contribution to the support of their colleagues, and these new and enthusiastic researchers will provide data with which they can inform change.

Meeting with these three new research students this morning they described the journey upon which they are embarking as “exciting”, “scary”, “daunting”, and “challenging”. I am quite sure that all of these words are apt, but also convinced that in the near future they will be making a significant contribution to a growing body of research literature in India. We are fortunate in having these students here with us for a few weeks in Northampton and I am sure we are going to enjoy working alongside them in India over the coming years as they progress towards their doctorates. I look forward to reporting their progress over the years ahead.

Sharing learning with a wider world

We are always delighted when our students return to share their experience with current cohorts. When they share their learning with a wider audience we are thrilled!

We are always delighted when our students return to share their experience with current cohorts. When they share their learning with a wider audience we are thrilled!

Devising research questions is not as easy a task as it may sound. Yesterday on the MA programme here in Bangalore a group of enthusiastic students set about the task of identifying topics and research questions that will inform their dissertations. The dissertation is a major piece of work on the course, and for most it represents the largest volume of writing they have ever had to complete. You may then understand why there is always a little apprehension at this stage of the course.

Such mild anxieties, whilst understandable, will soon be overcome by this group of students who have remained focused and worked hard throughout the course, and have shown themselves more than equal to every task they have approached. I am confident that by the end of this week they will all have identified a clear set of questions that will inform their small-scale projects and lead to some interesting research.

One of the major challenges for students working on this course is the limited range of research literature available to them that has been conducted within an Indian context. Often they find themselves referring to European, Australasian or American literature and having to consider its appropriateness in terms of the socio-economic and cultural conditions that are found here in India. This is a challenge that they approach thoughtfully as reflected in much of their writing.

From the beginning, when we started the course with our first cohort we emphasised to our students that they had an opportunity to contribute significantly to the Indian literature in the field of special and inclusive education. I think at first they believed that papers in academic journals and chapters in books were written only by those working in universities with many years of experience. We have encouraged them to understand that there is in fact a huge gap in the literature related to the application of teaching and learning approaches for children from marginalised groups, including those with special educational needs and disabilities in India.

We recognise that not all of our students in Bangalore will want to embark upon a path of writing papers, submitting these to the rigour of the journal peer review process, with the inevitable possibility of rejection, and finding the time necessary for amendments and rewriting. But we have been greatly heartened by the response to our suggestion that they can indeed make an important contribution to the literature.

Over the next month, several of our students from our first cohort and one from the third will see their work in print in two different peer reviewed journals – Support for Learning, and Good Autism Practice. We are, or course, immensely proud of their achievements and this concrete evidence of their expertise and hard work. I am confident that many of our students will play a leading role in the promotion of inclusive practice here in India, and optimistic that we will see more of their research and writing in print in the near future.

Whilst the MA course here in Bangalore does not set out with an expectation that all students will become published researchers and authors in the field, it is good to think that others embarking on this journey will be able to refer to the literature generated by those who went before them. It may seem to many that their contribution to research and the literature is small, but every journey begins with a single step and these excellent students have in fact taken a giant stride.

Teaching old dogs new tricks!

Young teachers at work - and note how their older students are enjoying this!

Young teachers at work – and note how their older students are enjoying this!

Training and encouraging researchers in education is often a difficult task. There are as many ways of conducting and interpreting research as there are researchers. Approaches to training therefore need to offer ideas in a manner that is both flexible and challenging. So yesterday, having been asked to present ideas about moving the educational research agenda forward here at the university, my colleague Philip decided we needed to pursue new avenues.

The easy option would have been to use an “expert” researcher to deliver a training session focused upon some form of innovative data collection approach or theoretical framework, or to introduce the latest piece of software designed for analysis or interpretation. However, this is an approach that would surely alienate some colleagues and be declared “old hat” by others. Thus it was decided that we should adopt  a strategy that would hopefully surprise and unite even the most hard bitten researchers.

Had you visited the School of Education at the University of Northampton yesterday morning you would undoubtedly have noticed the enthusiastic children who were engaged in activities around the building. School pupils in their bright blue uniforms were sitting at tables, and others on the floor, working with academic colleagues on a range of tasks. Producing posters, designing slogans and logos and generally participating in discussion and debate, these enthusiastic individuals worked hard all morning to educate the adults around them. Their task – to tell the adults in their groups what research means to them, and to inform us about why they believe that investigation is an important element of learning.

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As the morning progressed they identified key words that reminded us of why we began our journey as teachers and researchers. Curiosity, finding things out, discovery, digging for information, exploring new ideas – these were just a few of the expressions that emerged from their work. At the end of the morning they presented their drawings and key words to the gathered audience. They did so with confidence and authority and with good humour and logic. They explained their reasoning and taught us much about the importance of investigation, and the value that we should be seeking to provide in our work as teachers and researchers.

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At the end of the day everyone who had attended today’s training sessions had a broad smile. There was a general acknowledgement that a group of eight and nine year old children had made us think about research in ways that the acknowledged “experts” could never have achieved. I am sure that my memories of the day will largely dwell upon the enthusiasm with which children were able to address issues which we may well have over-elaborated, and made difficult through our dubious levels of sophistication.

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In my experience listening to children usually helps us to see the world in ways that we might have forgotten. The wisdom emanating from a group of school pupils today may hopefully have assisted us in developing as better teachers and researchers in the days to come. The opportunity we had to learn from these children is far more profound than anything I have to say – so I hope you just enjoy today’s pictures. With many thanks for permission given to use these by the children and staff of Oakway School.

An attentive class, sitting up and paying attention!

An attentive class, sitting up and paying attention!

 

New researchers dipping their toes in the conference presentation waters

Decorating cakes has a place in educational research - thanks Jessica!

Decorating cakes has a place in educational research – thanks Jessica!

For many young researchers working towards a PhD, presenting their work to an audience can seem like a daunting experience. When English is not your first language, and may indeed be your third or fourth, I’m sure that this experience can appear even more challenging. It was therefore with a feeling of great respect and admiration that I listened today to a number of presentations given by students at the annual education research student conference at the university.

This important event in the research student calendar provides an opportunity for them to share their work in progress, gain comments from their peers and from more established researchers and to test their ideas in front of a sympathetic audience. In addition it provides PhD supervisors with a unique opportunity to gain a broader perspective of the educational research being conducted, often in areas that are outside of their usual field of vision.

This was exactly the situation yesterday as students from the UK, Vietnam, Nigeria, China and Ghana provided insights into their work on a varied range of subjects. These ranged from gender issues related to approaches to mathematical calculations in primary school children, through the development of national funding policies for higher education in Vietnam and the coping strategies of academics working under stress in universities.

It is not only the range of topics that make this conference so interesting, but also the approach to presentation. Whilst some opt for a traditional and quite formal presentation of a paper, others adopt a more innovative approach. Phil’s performance of his research findings put across some serious messages whilst entertaining his audience and raising laughter. Jessica, describing her work around peer mentoring for children with profound and multiple learning difficulties had everyone decorating cakes as a means of demonstrating part of her methodology.

A particular innovation for this year’s conference has been the live streaming of sessions to make them accessible to our students and others who were unable to attend. It was particularly heartening last night to discover that colleagues in India, China and Germany, as well as other parts of the UK had made use of this new opportunity.

Today the conference continues and we can look forward to more interesting papers from the UK, India, China and Nigeria, and witnessing a developing confidence in our research students. This conference, entirely organised by research students provides ample evidence that the future of educational enquiry I safe in their hands. Thank you to all who contributed so much to this excellent event.

You can switch in live today’s sessions by clicking on the link below from 9.45 am UK time.

https://northampton.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=77c1f1e5-2ebb-4d9b-9039-0ca182b08bbc

Session 2 – 4

https://northampton.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=202c7038-cfa9-4e0d-af21-2906d9867e39

Afternoon sessions

https://northampton.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=67cd8adf-fa95-4cc1-9f39-a3fef8dc6e10