Conference 2019

British Education Studies Association

15th Annual International Conference

University of Wales Trinity St David

Politics and the role of education: divergence and convergence

27–28 June 2019





Thursday, June 27th

8.30-9.30Registration & coffeeY Fforwm
9.30-9.45Welcome to the conference
Chair Dr Zeta Brown and Dr Dylan E. Jones, Deputy Vice-Chancellor, UWTSD
IQ 002
(ground floor)
9.45-11.15Paper session 1, symposiumY Fforwm
(003, 004, 005)
11.15-11.30Refreshments Y Fforwm
11.30-12.00An introduction to the journal 

Dr Joe Gazdula, journal editor

IQ 002
(ground floor)
12.00-12.45Lunch Y Fforwm
12.45-14.15Paper session 2Y Fforwm
(003, 004)
14:15-15:00Book launch & publications

Dr Nick SorensonDiversity in teacher education: perspectives on a school-led system

Prof Stephen WardRoutledge Book Series: The Changing Education Studies Curriculum

IQ 002
(ground floor)
15.00-15.15RefreshmentsY Fforwm
15.15-16.15Keynote Speaker

Dr Kevin Smith, Cardiff University, Finding purpose in practice’

IQ 002
(ground floor)

All delegates welcome to attend

IQ 002
(ground floor)
17.15-18.30Free time
18.30 –19.30Drinks reception

Sponsored by Yr Athrofa: Institute of Education, UWTSD

Morgans Hotel,
Somerset Place,
19.30- late Conference dinner

Music courtesy of Rosey Cale

Vivian Hall,
Dylan Thomas Centre, Somerset Place SA1 1RR

Friday, June 28th

8.30-9.00Registration & CoffeeY Fforwm
9.00-9.15Welcome to the second day of the conference IQ 002
(ground floor)
9.15-10.15Keynote Speaker
Dr Nicola Rollock, Goldsmiths University of London, “I would have become wallpaper had racism had its way”: UK Black female Professors strategies for surviving higher education.
IQ 002
(ground floor)
10.15-10.30RefreshmentsY Fforwm
10.30-12.00Paper session 3 & symposiumY Fforwm
(003, 004, 005)
12.00-12.45Lunch Y Fforwm
12.45-14.15Paper session 4Y Fforwm
(003, 004)
14.15-14.45Conference close Q&AIQ 002
(ground floor)

Keynote Speakers

Photo of Dr. Kevin Smith

Dr Kevin Smith, Cardiff University

Kevin is originally from the United States, where he was a secondary school technology teacher for six years. In 2011, he accepted a post as the Fellow in Curriculum at the Institute of Education at the University of the South Pacific, where he worked with the ministries of education in 11 Pacific island countries in developing capacity in educational research and educational policy and planning. In 2013, he arrived in Wales and worked at the Wales Institute of Social & Economic Research Data & Methods (WISERD) as a Research Associate on the Wales Multi-cohort Study. Currently, he is a Senior Lecturer in Education in the School of Social Sciences. His research interests include curriculum theory, critical pedagogy and cultural studies. Kevin is committed to developing capacity for educational research in Wales, and enjoys working with schools, consortia and HEI partners towards that goal.

Keynote: Finding purpose in practice

Wales is undertaking an educational reform journey that promises a significant transformation of teachers’ and pupils’ experience at school. This journey includes the development of a new, national curriculum and the establishment of schools of professional learning organisations. These endeavours are founded upon four, broad purposes of education. These purposes claim pupils will be…

  • Ambitious, capable learners who are ready to learn throughout their lives.
  • Enterprising, creative contributors who are ready to play a full part in life and work.
  • Ethical, informed citizens who are ready to be citizens of Wales and the world.
  • Healthy, confident individuals who are ready to lead fulfilling lives as valued members of society.

It is difficult to disagree with these purposes, but to what degree do they align with the teaching priorities held by teachers in Wales? More important, how do educators interpret broad purposes of education into more specific concepts and ideas that improve their teacher and the educational experiences of their pupils? This keynote draws on recent research in Wales regarding teachers’ top priorities in the classroom. These responses underscore the importance of not only reflecting on what we believe are our duties and responsibilities as educators, but also our beliefs regarding the general aims and goals of education and the methods through which we hope to achieve these goals. These values and beliefs help construct our sense of purpose as educators, which in turn, influences how we engage with research evidence, conceptualise and perform our pedagogical practice, and perceive ourselves as professional educators. The current efforts underway in transforming Wales’ educational system provide an important opportunity for all of us to consider our sense of purpose and how to nurture a curious and thoughtful disposition that critically informs our practice. In this keynote, I discuss the necessity of interrogating our assumptions and beliefs about education, and the potential benefits of educators engaging in purposeful, philosophical discussions about their practice.

Photo of Dr. Nicola Rollock

Dr Nicola Rollock, Goldsmiths, University of London

Dr Nicola Rollock is an academic, consultant and public speaker specialising in racial justice in education and the workplace. She is a member of the Wellcome Trust’s Diversity & Inclusion Steering Group and a Patron of AdvanceHE’s Race Equality Charter which aims to improve the experiences and progression of students and faculty of colour.

Earlier this year, Nicola was also appointed as the Specialist Adviser to the Home Affairs’ Select Committee inquiry – the Macpherson Report 20 Years On – which is examining whether there has been progress in meeting the 70 recommendations published in 1999.

Her most recent research examines the career experiences and strategies of UK Black female Professors, the findings of which were widely covered across the media including WonkHE, The Guardian, Stylist magazine and British Vogue.

Keynote: “I would have become wallpaper had racism had its way”: UK Black female Professors strategies for surviving higher education

There are just 25 Black female Professors in UK universities. Black women are least likely to be full Professors compared with their male and white counterparts yet remain relatively absent in institutional initiatives to advance gender equality. There is in addition little commitment, amongst UK universities, to explicitly address structural inequalities of race. As such Black female academics remain under-represented and invisible in UK higher education. This keynote address draws on the first known qualitative study into the career experiences and strategies of twenty of these Black female Professors. Specifically, it explores how their academic journeys, shaped as they are by an existence at the intersection of race and gender, result in racial battle fatigue, feelings of isolation and disillusion with the academy. I demonstrate how these women have been compelled to develop wide-ranging strategies of hyper-surveillance, self-care and resilience in order to navigate, survive and remain in higher education.

Paper Sessions Schedule

Thursday 27th June

9.45 – 11.15 Paper Session 1

Y Fforwm 003Heike Griffiths & Cindy Hunt
Marginalised Communities and Higher Education – a matter of Choice and Identity

Dr Ruth Mieschbuehler
How to promote real equality in higher education.

Emma Chivers
What factors influence the retention and progression of Foundation Year Students within Higher Education in Wales?

Y Fforwm 004University of Wolverhampton symposium

Professor Michael Jopling, Dr Zeta Brown, Dr Matt Smith
Childhood resilience and wellbeing: implications from the Headstart evaluation for schools and communities

Y Fforwm 005Sarah Stewart
Supporting Opportunity in Schools: Promoting Educational Equity – A Report on the Second and Final Year of Project Outcomes

Sarah Yearsley
The almost ‘Dropouts’, exploring the journey of the ‘saved’ students, those who considered leaving their degree programme but chose to continue.

Dr Steve Dixon
“We want to see the cat!”: a case study of webinar-based learning and student experience

12.45 – 14.15 Paper Session 2

Y Fforwm 003Dr Joe Gazdula, Fozia Uddin
The Global Neoliberal Political Economy of EducationDr Thomas Altfelix
Education beyond planability, knowability and certaintyLorraine Loveland-Armour
Travelling without a Compass: Exploring the Diverse Life Worlds of University Students with Dyslexia

Marie Clifford
Working with Non-Traditional students to determine what value they gain (and bring) through study at Higher Education

Y Fforwm 004Dr Gurpinder Lalli
Free School Meals (FSM) and extending forms of Capital: A small scale case study in one Academy school.

Dylan Adams, Professor Gary Beauchamp
Being immersive and subversive in nature. A study of the experiences of children from four different primary schools taking part in mindful approaches in local nature reserves

Dr Cathal O’Siochru
Should we still offer a right to withdraw from Religious Education in UK schools?

Thomas Breeze, Emma Thayer
Cross-Curricular Pedagogies in Music and Drama: a Systematic Literature Review and its Impact on Practice

Friday 28th June

10.30 – 12.00 Paper Session 3

Y Fforwm 003UWTSD symposium

Heike Griffiths, Hyder Mobasher, Carys Richards
Intercultural Competence: Learning to Live in Diversity

Y Fforwm 004Dr Chrysoula Magafa
Enable- ASD: Enabling Collaboration in the Classroom with the Use of Touchscreen Devices with Young Children with Autism

Stephen Pritchard
The Controversy will continue

Rebecca Snape
Creative Writing in GCSE English Language: Exploring English Teachers’ Philosophies, Pedagogies and Practices

Y Fforwm 005Ruth Groff
Tapestry: A conversation about embedding mental wellbeing in higher education

Dr Judith Kneen
Perfect harmony? Primary and secondary teachers’ views on working collaboratively to create the foundation for the new curriculum for Expressive Arts in Wales

Jahari Jainal
Teachers’ Conceptions and Practices of Formative Assessment in Science in Malaysian Primary School

12.45 – 14.15 Paper Session 4

Y Fforwm 003Dr Victoria Blinkhorn
Personal Liberty, Mutual Respect and Tolerance: From Values to Virtues

Joanne Lewis
What encourages and impedes engagement and success in non-traditional students studying Higher Education in a Further Education setting?

Bethany Shepherd, Rebecca Jackson
Parsing Pedagogies: An examination of pedagogical practices in Liverpool schools

Y Fforwm 004Mohamad Adning
The impact of the mobile phone to improve teacher competence through teacher working group to be a professional teacher In Indonesia

Dylan Adams, Nick Young
Students’ well-being, wild-ness and freedom from the ‘magic capture’ of assessments.

Maria Marin
Education for Integration: Supporting Refugee and Asylum Seeker Children and Young People

Y Fforwm 005Workshop

Dr Pete King
Adults Understanding of the Play Cycle