As you may have noticed from our recent communications, we are keen to share updates from the wider BESA community on news, research work and events. To that end, we would like to share with you the most recent news from the Centre for Education and Policy Analysis (CEPA) at Liverpool Hope University, which provides detail on their research and collaboration activity that may be of general interest. We will regularly re-post this news for the BESA community and if you have anything similar you would like to share, please contact .
Welcome to our Summer 2020 update
CEPA is a forum for research and collaboration framed around four inter-related programmes, described below.
Our research reflects interdisciplinary interests in values-led education across all sectors and phases and is aligned explicitly with issues of equality and diversity in our research emphasis on social justice both within the academy and broader society. This booklet profiles books, reports, chapters and articles relating to each of the research programmes over the past year.
This newsletter reflects the collaborations and partnerships with local and international communities which shape our research. We highlight ways we are working responsively, inclusively and with resilience in the current pandemic situation. Please share widely!
Dr Catherine O’Connell
Phone: 0151 291 3290
CEPA Steering group: Dr Babs Anderson, Associate Professor Phil Bamber, Matthew Clayton (CEPA Visiting Professor), Sam Sellar (CEPA Visiting Professor), Associate Professor Alan Hodkinson, Associate Professor Naomi Hodgson, Dr Joseph Maslen, Dr Catherine O’Connell, Dr Konstanze Spohrer, Ms Sue Cronin, Dr Lynn Sampson-Chappell, Professor John Shortt.
Philosophy, Education and Society
Our research encompasses a broad spectrum of approaches from analytic perspectives on religious education to continental philosophical-anthropological work on digitisation, governance, and subjectivity.
- Special Issue on The Manifesto for a Post-Critical Pedagogy: in Teoria de la Educacion, which features an introduction by the authors (Hodgson, Vlieghe and Zamojski), and six articles by Spanish and Latin American authors (available in both Spanish and English).
- Pedagogies of Punishment Project: John Tillson and Winston Thompson are publishing a blog series on the project website.
- The Emotional Curriculum: a series of podcasts relating to the project is available here.
- Religion and the ethics of influence: John Tillson discusses religion and the ethics of influence in an Interview by Richard Marshall for ‘3:16’ blog which features many leading philosophers.
- Parenting apps and the depoliticisation of the parent: New article by Hodgson & Ramaekers in Families, Relationships and Societies
Citizenship, Identity and Social Justice
Our research explores themes of belonging, character, and social inclusivity in contexts of religious education, national values, and citizenship education, as well as character and resilience-driven education policies in socially disadvantaged or marginalised regions and communities.
- Interrogating National values: CEPA members critically examine the introduction of Fundamental British Values (FBV) into schools in England in a special edition of the International Review of Qualitative Research (IRQR) a world leading academic journal edited by Professor Norman Denzin.
- Citizenship education: The Values to Virtues research group host second colloquium online with keynotes from Professor Michael Merry (University of Amsterdam) Should Schools Promote Shared Values?, and Professor Despina Karakatsani (University of Peloponnese) Refugee education: problems, obstacles, challenges.
- InSite Mapping Project: Carly Bagelman has developed a participatory mapping project (InSite Maps) using GoogleMyMaps to support refugee and asylum seekers in the process of resettlement.
Our research examines the nature of change in higher education in the UK and internationally drawing on critical, historical, and comparative perspectives. We explore the dynamics of globalisation of HE, assessing the impact of transnational policies and metrics on local policy and practice. We have a broad commitment towards widening participation and social justice, as well as a focus on higher education pedagogy, contemporary studenthood, academic identity and practice within the frameworks of institutional and sector-wide change.
- ‘Post-critical Perspectives on Higher Education: reclaiming the educational in the university’ (Hodgson, Vlieghe, and Zamojski, eds): Articulating a ‘post-critical’ view of the university, and focusing on specific dimensions, including lectures, academic freedom, and the student experience, the book offers new conceptual and methodological tools that help us grasp our current conditions.
- CEPA Communiversity dialogues launch in September: There is an urgent need for universities to become more firmly grounded in communities as partners in knowledge-creation. This will particularly be the case in the recovery that shapes the aftermath of the Covid-19 pandemic. This event series explores the possibilities associated with the concept of ‘Communiversity’ in our local context. Please contact Catherine O’Connell for more details ().
- Doing academia in “COVID-19 Times”: Resisting the ‘hot take’ Carusi, Di Paolantonio, Hodgson & Ramaekers advocate deliberation on important research questions over quick answers.
- Hathaway, T. and Rao, N. (2020) ‘Meanings, models and muddles: two tales of the pursuit of teaching excellence’ in Bartram, B. (eds) Understanding Contemporary Issues in Higher Education.
Education for Advantage
Our research takes a broad interest in education leadership, practice, and professional formation. There is a sustained exploration of the research-practice nexus and processes of knowledge mobilisation. Research foci include: compatible pedagogies in culturally and socially diverse environments; migration, refugeeness, and pedagogies of care; teacher education for sustainable development and global citizenship.
- New MA programme ‘Leading for Educational Advantage’: for educators in schools serving areas of disadvantage to enhance educational outcomes for disadvantaged pupils and marginalised groups. Course participant, Debbie Kinsella, describes the impact on professional practice and pupil behaviour.
- Poulter, V (2020) Teaching music in the early years in schools in challenging circumstances: developing student teacher competence and confidence through cycles of enactment: The research improves understanding of how to support student teachers in developing their confidence and competence to teach music in the early years. This Hope Challenge project consisted of a collaborative cycle of enactment that involved a teacher educator, student teachers and a class teacher in modelling,reflecting and acting.
Spotlight on student research
Our annual public engagement competition profiles the impactful research of our postgraduate students. Read the prize-winning submissions here
Recent article by Ayeshe Lohar argues OECD ‘International Early Learning and child well-being Study (IELS)’ indicates direction of travel towards instrumental education.
Study with us
Our undergraduate degree options include either Education Studies as a Joint Honours degree or on our newly launched Single Honours degree. Both the Single Honours and our MA (Education) courses are closely aligned with CEPA’s research themes.
We welcome doctoral applications in our research programme areas, either through the Doctor of Philosophy (PhD) route or through the Faculty of Education’s Doctor of Education (EdD) course.