Academic Practice Conferences and other information: Fwd: Identities, Pedagogies and Inclusion in Higher Education 8th November invitation

Dear colleagues

Apologies for cross posting. Please find below an invitation to a presentation and debate with Professor Les Ebdon, Professor Sue Clegg, Professor Monica Maclean and the Roehampton research team on the 8^th November at University of Roehampton London.

If you would like to attend please contact Carolyn Gallop, GaP Project Administrator on c.gallop@roehampton.ac.uk. Please feel free to pass this on to other colleagues and networks.

All welcome,

Julie Hall

SEDA co-chair and Director Learning and Teaching Enhancement University of Roehampton London

Identities, Pedagogies and Inclusion in Higher Education

10.00 – 17.00, Thursday 8^th November 2012

University of Roehampton

This event presents the key finding from the Formations of Gender and Higher Education Pedagogies (GaP) project, funded by the Higher Education Academy’s National Teaching Fellowship Scheme and directed by Professor Penny Jane Burke. Additionally, the event will include a keynote panel of policy-makers and academics who reflect on the implication of the project for widening participation. Speakers include Professor Monica McLean, Nottingham University; Professor Becky Francis, King’s College London; Professor Gill Crozier, Dr Barbara Read, Julie Hall and Jo Peat, University of Roehampton; Professor Penny Jane Burke, University of Sussex; and Professor Les Ebdon CBE, Office for Fair Access.

GaP makes a unique contribution to the development of higher education (HE) pedagogies by exploring its relationship to complex identity formations of gender, and other social identities and inequalities. Through this exploration, the project plays an important role in broader widening participation policy agendas, paying close attention to pedagogical issues beyond ‘raising aspirations’ and ‘fair access’. Connected to this, and with consideration of recent panics about men’s HE participation (HEPI, 2009; HEFCE, 2005), the project provides a qualitative account of gendered experiences of higher education practices and relations, with attention to the complex formations of masculinities and femininities in pedagogical relations and practices.

The project took a participatory methodological approach, which involved methods of qualitative data collection about HE teachers’ and students’ experiences and perspectives of HE pedagogies (through in-depth and detailed interviews) and of their practices (through observations of classroom practice). Additionally, the project sought to enhance participation in considerations of pedagogical relations, experiences and practices through a range of participatory methods including workshops, forums, seminars and discussions. The research was designed to create dialogic spaces of reflexivity in which HE teachers and students critically discussed and reflected on their pedagogical experiences and practices in a wider social context that explored the relationship between HE pedagogies, complex inequalities and exclusions at the micro-level of classroom experiences and the significance of identity formations in shaping HE pedagogies and spaces.

If you would like to attend please contact Carolyn Gallop, GaP Project Administrator on c.gallop@roehampton.ac.uk.

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The Learning Institute
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