Tag: UKFIET 2023

Workshop where participants throw a ball of string across the room at another participant and end up with a ‘web’ between them.

Disrupting Power Dynamics in Collaborative Educational Research: Dialogue-based Research on Family, School, and Community Engagement

by and | Nov 3, 2023 | ,

This study is part of a larger transnational research collaborative that is developing a methodology for understanding families’, educators’, and students' beliefs and experiences in education, and strategies for how to create deeper partnerships. In this research collaboration, educators are leading research with schools in their communities. Read More
Demonstration of learning aid by a trainee teacher at school.

Preparing tactile geography learning aids for sustainable education

by | Nov 1, 2023 | ,

This blog explores the transformation of geography education for visually-impaired learners. Geography learning is about understanding differences, recognising similarities, and celebrating diversity in class or out of school. Geography is a discipline that needs to be observed, visualised, and perceived to interact through concrete experiences. The visually-impaired learners who are… Read More
Children play with their ‘car’ (a plastic jerry can), in the ‘street’; VOA-1 community, Montserrado County, Liberia.

Holistic learning processes and outcomes Highlights from UKFIET 2023 conference sub-theme

by and | Oct 31, 2023 |

While presentations had entry points across various levels of the socio-eco system – such as the system level, the school level and the community level, a key take-away is that holistic education needs simultaneous approaches across all levels. And a prominent theme was the importance of supportive and nurturing relationships… Read More
Presenters at the UKFIET 2023 conference including Linda Scott

The urgent need for meaningful transformation and decolonisation in South African higher education institutions

by | Oct 27, 2023 | ,

The recent student riots in South African public higher education institutions serve as a stark reminder of the 2015/16 student riots and the #FeesMustFall and #RhodesMustFall movements. Just as they did in the earlier riots, these students in 2023 call for decolonisation of higher education spaces and protest against financial… Read More
The image outlines six principles, displayed as a mindmap. In the centre is the logo Design for Social Impact. The design principle "Co-Design" is starting at the right corner, highlighted with a pink highlighter. Co-Design involves the collaborative design of the research process and ensuring transparency and accountability throughout the research. Next, "Pedagogies of Care and Solidarity" is highlighted in green. Underneath, it states, "This involves persisting the well-being and agency of all participants whilst fostering a collaborative and empowering research process. Next, "Iterative and fosters mutual learning", highlighted in yellow. This involves an iterative research process that fosters mutual learning and co-creation of knowledge. Next, "Systems Thinking" is highlighted in blue. This involves recognising and addressing the complex and interconnected systems that shape the research topic and the experience of those involved. Next, "Intersectional". This involves recognising and amplifying how intersecting social identities and experiences share research topics and processes. Finally, in the upper left corner is "Structural change and action, highlighted with green. This involves a commitment to using the research to bring about structural change and action in the world.

Retelling Education in Emergencies Through the Black Radical Tradition: Building a Critical Praxis

by | Oct 20, 2023 | ,

Over a year, I spoke with 60 young people and 26 practitioners to explore educational experiences using Digital Storytelling Action Research (DSAR). Rooted in critical pedagogies and action research, DSAR created spaces for new knowledge forms to emerge, emphasising that individuals are not mere objects of inquiry but active participants. Read More
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