Wednesday 30 June 2010
Feedback on the Journal Article
Just received feedback from the article which I am preparing for the special edition of the International Journal of Inclusive Education. It was a little confusing and a little down-hearting. It asked for a couple of things. Firstly, a methodology section which is understandable and a rooky error; I would include one in other articles I am preparing but not in this one. The second one is a firm grounding in the literature of Inclusive Education. As my co-writer and I pointed out when accepting the opportunity, we were not specialists in that field and more linked to international education. The Editor has kindly agreed to support with a few key sentences and some guidance. The third issue was around the anecdotal evidence we use and this is part of the reason we were asked to write as it was meant to be a little more personal and to offer a different perspective on EMSEN. It was as if the reviewer missed this. Again, after discussions with the Editor we have come up with methods around this. But all of this reminded me of how personal all of this academic work is. As I mentioned with the conference paper, it is about allowing one’s ideas out into public where they might be criticised and condemned after a long, personal time of nurturing and development. I suddenly realise a little more why academics are defensive of their research and their bids. At the heart of it, these works symbolise them and are a very personal dialogue with the wider world.
Monday 28 June 2010
EMSENIC III: Final Reflections
It’s now a few days after the conference and, as with every conference, it was quite an emotional ride, seeing people and revisiting issues, allowing one’s own theories and work into the public whilst sharing in other people’s ideas. You can trace my minute by minute thoughts in the postings for day one and day two; what follows are my final thoughts which centre around four key themes: Inclusive Education, My Research into Collaboration and the EM SEN students, Erasmus Mundus and The Academic Life.
1. Inclusive Education
The very term inclusive education is not as accepted as you would think and the ideas that surround it are more up for debate than one would instantly think. The conference came up with a variety of synonyms and alternative ways of looking at it but the idea that interested me was the problem of translating the term both linguistically and culturally. There was a sense that putting any label or name on the area was almost as dangerous as anything else. The word inclusion does not mean the same in France who try to use the word integration but that means something separate again in English. The importance of linguistic sensitivity to reflect an academic and social movement was driven home to me. As one academic put it to me in conversation, there is a lot of use in: “Making the familiar, unfamiliar” and this was true here; by re-visiting issues of labelling, the values we attach to people (and words) and how we welcome everyone is humbling and something we should not forget to do.
2. My Research into Collaboration and the EM SEN Students
And this transcended into my own research as well where the importance of relationships was really driven home. My paper talked of a need for a new model of internationalisation based not on national economic models, not on cultural or relational models and building on ‘soft power’ models but perhaps based on a model which takes into account both the individual’s aims and their altruistic side – people/personnel/personal/individual internationalisation? A definition that does not try to label this as getting to know new people and cultures and fully recognises the individual.
Following discussions with Ann-Cheryl Armstrong it also become clear to me that there is an argument that I need to develop on a new model of colonialism; is Europe colonising or is it just demonstrating some of the traits? Again does a post-colonial definition of colonising ‘third countries’ need to be created?
3. Erasmus Mundus
Which brings me onto the wonders of Erasmus Mundus. Whatever the motives behind it -internationalisation or colonialisation, empowering people or nations or simply a method of developing educational resources within and outside Europe – it has helped me make me see different people and engage with people on a new level. The pleasure I had in seeing the partners and students – and I think they had in seeing me. This view of internationalisation that I am thinking of, the friendships and the academic links has made it a powerful tool and I wonder if Europe would have realised that during its inception and creation.
4. The Academic Life
What the EMSENIC Conference did for me was a reminder of why I love academia and why I want to be more involved from both an academic perspective – coupled to my administrative roles. The discussion of fundamental issues which affect the world around us (inclusion in the case of EMSENIC, internationalisation in the case of my research), defining new issues as well as new answers and the networks and personal relations that make the academic world so challenging and exciting. It is a privilege to witness and participate in both academia and, more specifically, EMSENIC.
1. Inclusive Education
The very term inclusive education is not as accepted as you would think and the ideas that surround it are more up for debate than one would instantly think. The conference came up with a variety of synonyms and alternative ways of looking at it but the idea that interested me was the problem of translating the term both linguistically and culturally. There was a sense that putting any label or name on the area was almost as dangerous as anything else. The word inclusion does not mean the same in France who try to use the word integration but that means something separate again in English. The importance of linguistic sensitivity to reflect an academic and social movement was driven home to me. As one academic put it to me in conversation, there is a lot of use in: “Making the familiar, unfamiliar” and this was true here; by re-visiting issues of labelling, the values we attach to people (and words) and how we welcome everyone is humbling and something we should not forget to do.
2. My Research into Collaboration and the EM SEN Students
And this transcended into my own research as well where the importance of relationships was really driven home. My paper talked of a need for a new model of internationalisation based not on national economic models, not on cultural or relational models and building on ‘soft power’ models but perhaps based on a model which takes into account both the individual’s aims and their altruistic side – people/personnel/personal/individual internationalisation? A definition that does not try to label this as getting to know new people and cultures and fully recognises the individual.
Following discussions with Ann-Cheryl Armstrong it also become clear to me that there is an argument that I need to develop on a new model of colonialism; is Europe colonising or is it just demonstrating some of the traits? Again does a post-colonial definition of colonising ‘third countries’ need to be created?
3. Erasmus Mundus
Which brings me onto the wonders of Erasmus Mundus. Whatever the motives behind it -internationalisation or colonialisation, empowering people or nations or simply a method of developing educational resources within and outside Europe – it has helped me make me see different people and engage with people on a new level. The pleasure I had in seeing the partners and students – and I think they had in seeing me. This view of internationalisation that I am thinking of, the friendships and the academic links has made it a powerful tool and I wonder if Europe would have realised that during its inception and creation.
4. The Academic Life
What the EMSENIC Conference did for me was a reminder of why I love academia and why I want to be more involved from both an academic perspective – coupled to my administrative roles. The discussion of fundamental issues which affect the world around us (inclusion in the case of EMSENIC, internationalisation in the case of my research), defining new issues as well as new answers and the networks and personal relations that make the academic world so challenging and exciting. It is a privilege to witness and participate in both academia and, more specifically, EMSENIC.
Friday 25 June 2010
Erasmus Mundus SEN International Conference II
This is going to be a running post with updates from Day 2 the Erasmus Mundus SEN International Conference being held at Roehampton University on 24 & 25 June 2010. This follows on from the rolling blog for the first day. I am giving a paper ('Inspired to Collaborate? The Case of Erasmus Mundus SEN's Students') at 1200 on the first day. I will be updating on my reflections on the presentations and on the conference in general. As with most 'live update' blogs the most recent post will be at the top so you may want to start reading from the bottom if you are coming to this for the first time.
1500 Closing Remarks
Dean of Charles University Radka Wildova confirms that there will be another EMSENIC in Prague in September 2011. Discusses the friendships and work that took place as due to the EMSEN programme. “We do hope that we are a Erasmus Mundus family and like our own families this lasts forever.” Perhaps this is the true legacy of EM and internationalisation; the emotional links and no definition of Internationalisation covers that. Rob Boerman from Fontys says that there is much that can be learnt and a real sense of diversity. He quotes a student from Papua New Guinea who asked why a country as wealthy as the Netherlands cannot manage inclusion and he feels it is down to political will. He says though Fontys’ involvement has ended, he looks to other co-operation with the new EM SEN programme. He ends with a message of hope that inclusive education can be implement. Talking is fine but we mustn’t forget to act.
A variety of “thank yous” and then a video showing where the students are going to be in a few months: the graduation video which I helped sort at the second cohort’s graduation. How very funny: one of the first things I did with the programme is one of the last that I see. EMSEN: it has certainly inspired me.
1430-1500 Panel Discussion with Prof Tony Booth, Ingrid Korner, Prof Jan Siska and Dr. Jacqueline van Swet
Discussion of a variety of issues to do with inclusion and the tensions. Does collaboration work as a way of moving towards inclusion? Partnerships are a very steep learning curve and needs to be working together. The stories are universal and at times the Czech Republic feels the colonised rather than the colonising. Should look less at the difficulties and more the barriers.
1417- Feedback from all of the sessions by the EM Students
Summary of the key themes:
Chairing a little hairy but managed to get some discussion going which is a relief. Lunch then wrap-up session then sunshine!
(1252 via TweetDeck)
1242 Chairing Session on Leadership in SEN in Schools
Well that was interesting, I have to admit!! One of the speakers was initially not present and so we started with the second (student speaker) and a small audience at which point I opened it to group discussion. Just as we were drawing to a close and about to move to other sessions, the first speaker appeared and gave a very interesting paper at which point there was some further questioning. It was not hard to ask questions which was a relief but it was a shame that there were more in the audience to share the questions and have a more special and inclusive aspect to the questions.
Anyway time for lunch now followed by the posters and the wrap-up session. All good fun though I do note that it is getting cloudier as the time for me to go outside approaches!
1245 -1225 Nick Mitchell of Leeds Metropolitan University “ ‘The Magic Sponge’ perceptions of newly appointed Special Educational Needs Co-ordinators (SENCOs) in England about their role.”
A very interesting paper on the role of SENCO. There seems to be a lack of confidence in what they do and in certain aspects of the roll (particularly the more technical). The paper was engaging in that staff were either felt put upon or it was clear that this was part of the natural skill-set they hold. It did seem to say that the best SENCOs were also the best teachers and ended with a recommendation for better SENCO training at the Initial Teacher Education stage.
1220-1245 Anteneh Tadesse Asmamaw “The Role of the Headteacher In Inclusive Schooling.”
Spoke of the role of the headteacher and the conflict between the activity they undertake as Head and the activity as SEN Co-ordinator. There seems to be a problem in that they are meant to be undertaking certain activities and these get lost in the raft of other things. Also, there was a feeling from the survey that the head was communicating the vision or the reality of inclusive education very well.
1057 Twitter @cjgrinbergs
Off to chair session on inclusive leadership. Should be interesting. Crossed fingers for an audience & some good questions to help me.
(1056 via TweetDeck)
1052 Off to chair session this morning on Leadership for SEN in schools. Prepared some notes and got the watch ready to time. Not done this before and I hope there are some people there to ask some questions. There are fewer people here today so the sessions may be thinner.
1000-1050 Keynote Talk 3 Ingrid Korner of Inclusion Europe “A Personal Experience.”
Notes in normal text: comments and reflections in italics and underlined.
First came across Inclusion International when Diane Richler, their international chair, became a scholar on the EM SEN programme and also presented at the first EMSENIC. The organisation has subsequently been involved in externally evaluating some of the programmes the EM SEN alumni have been involved in. This key note is being presented by the European chair and I am looking forward to a similar, practical and real-life presentation to some of the more academic ones we have heard.
Ingrid discussed the idea of a ‘society of all’ that people are appreciated. No separation in space, structure or theory. The individuals ask: “Don’t special me”. Integration or inclusion – the very meaning of the word is difficult in Germanyand France. ‘Inclusion’ in French has aspects of being closed in, imprisoned. Integration does not actually mean involving people, having them their but not an actual part.
Four definitions:
Exclusion: People outside of mainstream and no (or limited, individual) access to services.
Segregation: Access to services but outside mainstream norm.
Integration: Access to mainstream services but set-apart within the majority service structure.
Inclusion: No differentiation, access to services in the same way.
No single method of inclusion or single method; rather it is a mentality, a process and it will look different in each location.
A variety of fears for special institutions as making people seen ‘as leftovers’ or for teachers as being detrimental to their careers.
Tells story of her daughter with Downs-Syndrome in finding an inclusive school and then employment and accommodation as an adult. But need the information in order to take these decisions and to facilitate this.
Everyone learns in his or her own way (not in his or her own time).
Ends by saying that there are so many story’s like her daughters which highlights common issues and drivers.
A very personal session with a woman that clearly has great personal drive. Sadly, most parents are not this powerful and eloquent and this in itself is a barrier to inclusion. Her story of a fight is so common for those parents of children with SEN but a very powerful, optimistic narrative.
0832 Twitter @cjgrinbergs
On way to @RoehamptonUni for Day 2 of EMSENIC. Weather great & interesting sessions. Blogging again at: http://bit.ly/cYYcsT
(0831 via TweetDeck)
0830 Good morning and welcome to Day 2 of the Erasmus Mundus SEN International Conference Blog. Highlights coming up include a key note from Inclusion International, me chairing a session on Leadership of SEN in schools and seeing what the summary throws up - and how the rapporteurs condence my session. And, of course, the weather is cracking so will be a good day all round.
1500 Closing Remarks
Dean of Charles University Radka Wildova confirms that there will be another EMSENIC in Prague in September 2011. Discusses the friendships and work that took place as due to the EMSEN programme. “We do hope that we are a Erasmus Mundus family and like our own families this lasts forever.” Perhaps this is the true legacy of EM and internationalisation; the emotional links and no definition of Internationalisation covers that. Rob Boerman from Fontys says that there is much that can be learnt and a real sense of diversity. He quotes a student from Papua New Guinea who asked why a country as wealthy as the Netherlands cannot manage inclusion and he feels it is down to political will. He says though Fontys’ involvement has ended, he looks to other co-operation with the new EM SEN programme. He ends with a message of hope that inclusive education can be implement. Talking is fine but we mustn’t forget to act.
A variety of “thank yous” and then a video showing where the students are going to be in a few months: the graduation video which I helped sort at the second cohort’s graduation. How very funny: one of the first things I did with the programme is one of the last that I see. EMSEN: it has certainly inspired me.
1430-1500 Panel Discussion with Prof Tony Booth, Ingrid Korner, Prof Jan Siska and Dr. Jacqueline van Swet
Discussion of a variety of issues to do with inclusion and the tensions. Does collaboration work as a way of moving towards inclusion? Partnerships are a very steep learning curve and needs to be working together. The stories are universal and at times the Czech Republic feels the colonised rather than the colonising. Should look less at the difficulties and more the barriers.
1417- Feedback from all of the sessions by the EM Students
Summary of the key themes:
- First theme was to do with Collaboration: "Collaborative research is inarguably beneficial for giving stronger voice to inclusive education: one person cannot do it all."
- A lot of discussion of voices. "Higher Education Erasmus Mundus voices of students not catered for (personal experience, student experience, networking and cooperation)
- Thirdly, classroom strategies/tools from around the world.
- Tensions also came out as a theme, for example, "Resolving tensions between stakeholders and various perception., Tensions between the philosophy and practice in eduction. [...] Legacy of colonialisation predominates n the discourse of education."
- The programme also looked a current trends, teacher training and services.
- Discussion on diversity and how it similar (or not) with inclusion.
Chairing a little hairy but managed to get some discussion going which is a relief. Lunch then wrap-up session then sunshine!
(1252 via TweetDeck)
1242 Chairing Session on Leadership in SEN in Schools
Well that was interesting, I have to admit!! One of the speakers was initially not present and so we started with the second (student speaker) and a small audience at which point I opened it to group discussion. Just as we were drawing to a close and about to move to other sessions, the first speaker appeared and gave a very interesting paper at which point there was some further questioning. It was not hard to ask questions which was a relief but it was a shame that there were more in the audience to share the questions and have a more special and inclusive aspect to the questions.
Anyway time for lunch now followed by the posters and the wrap-up session. All good fun though I do note that it is getting cloudier as the time for me to go outside approaches!
1245 -1225 Nick Mitchell of Leeds Metropolitan University “ ‘The Magic Sponge’ perceptions of newly appointed Special Educational Needs Co-ordinators (SENCOs) in England about their role.”
A very interesting paper on the role of SENCO. There seems to be a lack of confidence in what they do and in certain aspects of the roll (particularly the more technical). The paper was engaging in that staff were either felt put upon or it was clear that this was part of the natural skill-set they hold. It did seem to say that the best SENCOs were also the best teachers and ended with a recommendation for better SENCO training at the Initial Teacher Education stage.
1220-1245 Anteneh Tadesse Asmamaw “The Role of the Headteacher In Inclusive Schooling.”
Spoke of the role of the headteacher and the conflict between the activity they undertake as Head and the activity as SEN Co-ordinator. There seems to be a problem in that they are meant to be undertaking certain activities and these get lost in the raft of other things. Also, there was a feeling from the survey that the head was communicating the vision or the reality of inclusive education very well.
1057 Twitter @cjgrinbergs
Off to chair session on inclusive leadership. Should be interesting. Crossed fingers for an audience & some good questions to help me.
(1056 via TweetDeck)
1052 Off to chair session this morning on Leadership for SEN in schools. Prepared some notes and got the watch ready to time. Not done this before and I hope there are some people there to ask some questions. There are fewer people here today so the sessions may be thinner.
1000-1050 Keynote Talk 3 Ingrid Korner of Inclusion Europe “A Personal Experience.”
Notes in normal text: comments and reflections in italics and underlined.
First came across Inclusion International when Diane Richler, their international chair, became a scholar on the EM SEN programme and also presented at the first EMSENIC. The organisation has subsequently been involved in externally evaluating some of the programmes the EM SEN alumni have been involved in. This key note is being presented by the European chair and I am looking forward to a similar, practical and real-life presentation to some of the more academic ones we have heard.
Ingrid discussed the idea of a ‘society of all’ that people are appreciated. No separation in space, structure or theory. The individuals ask: “Don’t special me”. Integration or inclusion – the very meaning of the word is difficult in Germanyand France. ‘Inclusion’ in French has aspects of being closed in, imprisoned. Integration does not actually mean involving people, having them their but not an actual part.
Four definitions:
Exclusion: People outside of mainstream and no (or limited, individual) access to services.
Segregation: Access to services but outside mainstream norm.
Integration: Access to mainstream services but set-apart within the majority service structure.
Inclusion: No differentiation, access to services in the same way.
No single method of inclusion or single method; rather it is a mentality, a process and it will look different in each location.
A variety of fears for special institutions as making people seen ‘as leftovers’ or for teachers as being detrimental to their careers.
Tells story of her daughter with Downs-Syndrome in finding an inclusive school and then employment and accommodation as an adult. But need the information in order to take these decisions and to facilitate this.
Everyone learns in his or her own way (not in his or her own time).
Ends by saying that there are so many story’s like her daughters which highlights common issues and drivers.
A very personal session with a woman that clearly has great personal drive. Sadly, most parents are not this powerful and eloquent and this in itself is a barrier to inclusion. Her story of a fight is so common for those parents of children with SEN but a very powerful, optimistic narrative.
0832 Twitter @cjgrinbergs
On way to @RoehamptonUni for Day 2 of EMSENIC. Weather great & interesting sessions. Blogging again at: http://bit.ly/cYYcsT
(0831 via TweetDeck)
0830 Good morning and welcome to Day 2 of the Erasmus Mundus SEN International Conference Blog. Highlights coming up include a key note from Inclusion International, me chairing a session on Leadership of SEN in schools and seeing what the summary throws up - and how the rapporteurs condence my session. And, of course, the weather is cracking so will be a good day all round.
Thursday 24 June 2010
Erasmus Mundus SEN International Conference I
This is going to be a running post with updates from Day 1 the Erasmus Mundus SEN International Conference being held at Roehampton University on 24 & 25 June 2010. I am giving a paper ('Inspired to Collaborate? The Case of Erasmus Mundus SEN's Students') at 1200 on the first day. I will be updating on my reflections on the presentations and on the conference in general. As with most 'live update' blogs the most recent post will be at the top so you may want to start reading from the bottom if you are coming to this for the first time.
2314 Twitter @cjgrinbergs
Good conference dinner at end of enjoyable day 1 of EMSENIC. Full summary on blog & more tomorrow. http://bit.ly/cNvG7d
(2313 via TweetDeck)
2253 Just home now from day one of the conference. Very interesting and once again a good selection of speakers. I have to admit that the morning session was better than the afternoon for the simple reason that it is more focussed on my particular area.
Dinner did feature Derek Paravicini who was impressive to say the least. I only felt a little sorry for him that the audience did not quiet down and spend a little more time listening. After dinner a number of the students sang a couple of songs and the young guy from Indonesia was particularly impressive.
Had a number of interesting conversations (though this was not easy with the ear, I have to admit. I spent quite a bit of time with the Head of Fontys OSO and (I think) the Dean of Education from Fontys. All very interesting and I liked him a lot and would like to build on that relationship. Had a good conversation with a variety of colleagues from Fontys and Roehampton which made me miss the stimulating conversations we used to have over dinner after the Programme Boards.
Tomorrow also promises to be an interesting day with the third and final Keynote Talk. I am also chairing one of the panels which will be interesting; it’s on leadership and SEN which is not a field I know a lot about. I suspect it will pull more on my journalism skills: introduce them, keep them to time and make sure there are a couple of interesting questions. Very pleased to be asked.
A fascinating day and really exciting as for once I felt more like an academic than an administrator. See you tomorrow when I will start a new rolling blog entry.
1719 So that is the formal part of the day over but as with many of these conferences there is an evening social programme. Not only this a social event but it allows a further exchange of ideas and I know I will be trying to speak to a couple of people, including Ann Cheryl.
This evening there is rumoured to be entertainment by Derek Paravicini a pianist who is blind and suffers from severe learning difficulties. He’s appeared in a variety of programmes including a recent series on BBC 3 on autism. His playing is remarkable as can be seen in this video:
That said, first up is some chat and hopefully a glass of something to wash down and use to reflect on the ideas of the day.
1647-1717 Q&A with Profs Booth and Armstrong
Notes in normal text: comments and reflections in italics and underlined.
Question from floor: that those with the disabilities are not involved in the definitions?
Answer: Armstrong felt that she includes people not just consulting people but more fundamental level of included and participating in research. Booth felt that work still needs to be done and more voices.
Discussion on some of the issues to do with labelling, identity and whether that is positive or not. Armstrong says we need to be vigilant. Booth says that the issue is not to do with resources but do with discrimination as the resources should be distributed evenly (whatever the disability or not). Labelling can be used in a positive way to have all the resources according to one attendee.
One EM SEN students raises the question of self-exclusion and people moving themselves outside the normal in international schools. Which is something I have always thought to do with the Gay Community who say ‘self- ghetto-ise. And I suppose that is the issue the Prof Armstrong raised about individual groups creating their own schools. Booth goes onto say that it is not just an issue of private schools but also the dominance of English (which is more expensive and exclusive as people do not speak the language).
A discussion then followed on using varying terms and both speakers agreed to an extent that in the end it does not matter but the general project is important. That said, Armstrong says that we need to discuss and debate these issues.
1600-1647 Keynote Talk 2 Professor Felicity Armstrong “Inclusive Education and Being With Others: why geographies and histories matter.”
Notes in normal text: comments and reflections in italics and underlined.
Learning from others and ‘ordinary people.’ Importance of consultation. Many of the problems are shared and common rather than always being different and always having different understandings.
‘Inclusive Education’ and ‘diversity’ as terms are not culturally universal. As are many of the terms which are used in Academia as much of my time is spent defining internationalisation.
“The right to be oneself” is a very powerful idea – taken from Tony Booth.
The government’s policy to allow a variety of social/campaign groups to open their own school is against inclusive education and allowing exclusion (due to selection/targeting particular groups of students).
Histories are important to allow for oral narrative and cultural linking, Foucault differentiated between official and effective histories. Effective history can be told in a variety of ways and many people contribute to. The issue of geographies around the world also has an impact on inclusion (e.g. the Ugandan child which cannot get across the river to school). Meanings of places are created by practice of society (e.g. special schools develop their meaning because of our understanding and values put on it rather than the actual location).
Moving onto internationalisation/globalisation. Globalisation is an historic process which based on historic relations. One of things that is exported is the categories of disability (e.g. the medical definitions of disability sent out from the UK).
Example drawn on Sharrow primary school in Sheffield (Been there during my MA. Very poor but engaging area) and has a lot of refugees and immigrants – those ‘affected by geographies but not in control of them.’ Historical and geographical issues are very much at play here (e.g. history of heavy industry in Sheffield, history of migration etc.). Variety of methods to include all students from a variety of backgrounds e.g. buddy scheme, using assemblies to allow the children to express their culture etc.
What’s inclusive is making choices, being included in decisions. As illustrated by Geographies/Histories, seeing things from different perspectives is important.
The issue of students being empowered by decision making is true on so many levels and I have seen in my research.
1635 Some Further Reflections on My Presentation
A couple of people of now come up to me to say that they enjoyed my paper. Dr. Sulochini Pather said it was very interesting and that the PhD research sounded very exciting. My ex boss looked astonished when I suggested I was worried before that I might have disgraced myself, she said absolutely not, which is a relief as I value her opinion. Others have requested copies of the slides and one alumni she overheard me say it was “fine” said that it was more than fine. Another academic I know said she was impressed and flattered an author she had used in a lecture was quoted. I hadn’t realised that one of the questions asked was by the head of Fontys which was good that he found it sufficiently interesting to discuss. Sulochini also said I delivered it well and was engaging. So all in all, very good and just need to think of the issues raised (role of universities, role of power/control in international relations and some methodological issues) but there may be some more papers to follow.
Having done the paper now, I have found the feedback interesting and useful in reformulating, re-emphasising and re-evaluating my research. I did not need to be that nervous as the people in that audience are (relatively!) friendly. I was reminded of what Len Barton (a Prof in Special & Inclusive Ed) said to me that speaking is a little like preaching and we should neither underestimate what we are saying nor its potential impact. I very much felt that today and hopefully will not forget that as I give more of these.
1506- 1524 Dr. Wilson Kofi Agbeke “Disability and the built environment.”
Talked about the medical perspective of SEN so that the problem is the individual’s physical lack rather than society not being able to cope. By separating the student, the disability becomes more of an issue. There is a customs/beliefs issues that affect inclusive education in his context. There are also political reasons for inclusion. Research questions also look at how built environment affects the inclusion of all people. Many people are just paying lip-service to inclusive education.
1510 (Delivered 1215-1245) Ann Cheryl Armstrong “Control and the Politics of Possibility”
The presentation before my talk was by Prof Ann Cheryl Armstrong who was excellent and very engaging. She talked about the fact that many students are looking at implementing the knowledge that we have here. She argued that from what she had seen there is an issue of control with Europeans trying to control those outside. Relationships with the former colonial powers are varied and many are (overly?) respective of their former rulers. She argues that we need to “re-think the way we teach and engage other in HE on an ongoing basis; see out students as the hope that they are and represent.” Education is not about filling their heads with stuff but to play on their own interests and motivations. Inclusion is “actually about inclusion into world politics, economics, education systems...”
MY REFLECTIONS: This presentation shared many of my opinions and feelings to do with the programme. Her last quotation above reflects my reading of soft-power, a bottom-up way of looking at internationalisation. Her opinion that many countries want to emulate their former colonisers rather than learning from them. Afterwards we discussed the issue that the European Union is almost acting in a colonising form in their actions with Erasmus Mundus. A very interesting presentation with many questions which I want to think through to do with the power relations in EM SEN.
1442 – 1456 Ann Nancy Menday “Managing Tensions between the inclusion and the standards agenda: Lessons from a case study of mainstream school in England.”
Standards agenda has a variety of impacts on inclusive education. Not always in a negative way.
MY REFLECTIONS Can we learn from an individual school. Is this a typical? Are the league tables driving inclusion so that all students do well and therefore included? Or do they cause a focus on individuals to do the best rather than the minorities who will ‘fail whatever’?
1425 Twitter @cjgrinbergs
Presentation done at EMSENIC & pleased with it. Engaging questions & possible joint research to come. Blog continuing: http://bit.ly/cNvG7d
(1423 via TweetDeck)
1406-1440 Dr. Jacqueline van Swet “Research as a Patchwork Quilt”.
Using EM as a model. Cooperation and collaboration as synonyms. Collaboration can be seen as being part of a network, involving a variety of partners including the subjects and the participants as well. Collaboration can be empancipatory: achieve more together and more freedom. To create a patchwork and there needs to be an agreement on how it is made up: the size of the units, how they will fit together and they are brought together for a piece of art. Looking at the back of the quilt it is untidy and not as organised as the final product. Europe is more individualistic but the African nations are more collaborative, collectivist approach. Ties back to our upbringing. Discussion of critical friendship and the importance of working together. Need to celebrate diversity in the research. Varying types and level of participation in research, on a scale of participation (e.g. Arnstein 1969).
Involvement of the community in the research for example deciding on the question, who is undertaking the research and how.
MY QUESTIONS/REFLECTIONS: Research is often about the individual finding their voice or – as Felicity Armstrong or Mike Oliver might say – about giving voice to those who do not have a voice like those with SEN. How do we reconcile the individual voice in the collaborative? How do we make sure that individual’s are not made powerless by collaborative research. Much of the UK and indeed EU funding in research relates to impact and many take this as involving the community. Does this not risk stifling research and limit the research by people who are not trained researchers – governments, community groups etc?
1400 So the presentation went well. Two interesting questions on whether my research could be applied to all Erasmus Mundus Programmes (in some senses, yes, but in a more general sense impossible due to the unique aspect of Special and Inclusive Education) and what about the institutions (not really questioned in survey though they would be divided between the pedagogic/cultural/economic models). Apparently I did not cause offence and it worked which is a relief. Also, Jeanne Keay said that I need to be clearer on my Methodology as populations do not necessarily link up as there may be different country contexts, personalities in the group which affects the collaboration and whether it happens.
1203 The first key note is over and an interesting speech looking at a variety of the discourses around inclusive education and how quickly the terms become laden with different meanings. Off to give my paper next and trying to be calm and breath.
1052-1202 Keynote Talk 1 by Prof Tony Booth from Canterbury Christchurch University: Inclusion: An Ethical Alliance to Develop Education
Notes in normal text: comments and reflections in italics and underlined.
Humility to do with inclusion as people know more and have different experiences.
The issues with the term ‘others’ is when it is used as a term to differentiate rather than include. Learning to be with others in a way that makes the others seem like us is always an urgent and pressing issue.
Discusses a variety of perspectives of inclusion. The normal mode is inclusion seen through the lens of special educational needs, as defined/bridged by disability. Criticises the idea of SENCOs as it makes individuals different and make them separate.
Another perspective of inclusion that it is the opposite of exclusion with a linking concept of values. Perhaps we do not want two perspectives in our heads which are conflicting (compare with New Labour or the Lib/Con governments with two sets of values each).
Set of headings for inclusive values including equality, participation, community, respect for diversity. Very much a set of values based on dialogue on reminds me of some of my arguments for soft power or bottom up internationalisation. Using these values has broadened out and also includes ideas of rights, trust, compassion, love and beauty. Are these not universal values rather than inclusive ones? Do we see these as professional values as Booth suggests are rather a fundamental, empathetic quality of human beings?
Discrimination against the old or the disabled happens because it is too close to our reality – we may be old and disabled.
He is re-writing an index of inclusion based on this larger scale list of values and wants it to be linked more fully into the activities of others. Interesting to see the concept of sustainability as featuring in inclusive education. Works on some many levels: environmental, policy, level of support etc. Stop being sustainable and some people will be excluded in the long run.
Raises the issue of what are we being included in?
“Change does not become development until it is linked to values” and therefore inclusive development, needs broad, inclusive values. Makes me think of what values are underpinning the international development and collaboration which I am monitoring in EM SEN’s students.
Suggests a ‘global rights-based’ model of inclusion and rather than a traditional list o languages, humanities, arts, sciences, music etc it has a list including food/water, clothing, health, ethics/politics etc. These are the skills they need for life and not a set of disciplines. I wonder what the thoughts behind the original subjects and disciplines were? Would these not have been the same: skills needed for every day life? Is it this a linguistic change rather than actually a change in what is learnt? Suggests that elements of the new list should be put into the current curriculum rather than a completely new curriculum.
The importance of ‘the power of we’ and the importance of difference and otherance. Without acknowledging this we are not moving forward. Each one of us needs to find the headings within us are the spurs to personal action and he suggests that doing some of these things in the interests of getting rid of the barriers can be a thing of incredible beauty.
1042 One of the alumni presents what it is like being part of a cohort of 21 from 18 countries, aged 28-60 from a vast variety of backgrounds. Conflict became an issue for them. One of the students quoted talks again of changing things back home and another talks of working together in a way that would not have been possible. She ends with one of the videos about which I have blogged previously. Still moving and particularly in this forum.
1039 Twitter @cjgrinbergs
Interesting introduction to conference @RoehamptonUni & moving outline of the true impact of education for all people, whatever their needs
(1038 via TweetDeck)
1038 Dr. Jacqueline van Swet talks of the conference and the first one in Prague which I was involved in the organisation of. This was one of the highlights of my time at Roehampton not only because of the ideas or the location but the true sense of collaboration and coming into contact with cultures we might not necessarily have. Evaluation of the second conference in the Netherlands stated that it was “a first step in international networking” which I hope will be true today.
1036 Just been named check as the administrator which was flattering and my paper flagged. Strange to be remembered and acknowldedged in such a way but flattering.
1034 Prof. Jan Siska is to present an historical overview of the programme. Quotes EU in saying that EM offers a response to the challenge of globalisation. He highlights the issue of merging the three university systems which reminds me of the hours of programme board. He goes onto talk about the diversity of roles and nationalities of the student body on EM SEN. 10% of the world population (650 million people) are disabled and the EM SEN programme aims, simply, for ‘Education for All’.
Jan talks of from ‘Tears to Smiles’ in jointly delivering the programme due to the diversity of the universities involved. The academic regulations, the logistics and social life are not easy. He goes on to talk about the informal partnerships which have been developed after the programme. I will be interested to learn more about these as I suspect there are far more going on – and some which Jan/Charles Uni are involved which we do not know about; including a photography completion to do with Inclusive Education won by one of the alumni. It is this nature of these informal relationships which form the basis of a new model of internationalisation.
1015 Dr. Jeanne Keay goes through some of the collaborative projects which exist and there is a clear sense of pride. Ends by saying we go away to implement what we hear.
1013 According to the Dean of Education at Roehampton, Dr. Jeanne Keay, says that we all share a passion for Special and Inclusive Education. Feeling tad of a fraud as I am more of an international education researcher than one in SIE.
1010 Introduction talk by Dr. Sulochini Pather she says that the ”Conference aims to talk and learn not from, not to but with eachother” which seems to link nicely into my presentation though I hope that my perspective ‘fits in.’ “Sharing experiences is one of the great things that universities do” according to VC of Roehampton, Prof Paul O’Prey. He has just mentioned one of the partnerships in India which I am drawing on for my presentation and used as an example of the internationalisation of the university. But as my paper states: which model?
Just had a conversation with Ann-Cheryl Armstrong, who is the speaker before me, and she is looking at voice in the case of EM SEN’s students. She says they all talk of changing their home countries which ties in with my theory of increasing awareness of collaboration. I’ll be interested to hear her perspective on what is happening. Quick bit of re-writing during the session?!
1000 Just in seat after an hour's discussion with various old (and new) friends. Seeing the students again is a bit odd but interesting and I have already had one ask me about an Oyster Card, I may be chairing a session tomorrow which would be interesting even though I know so little about Special and Inclusive Education. The opening session has just got under away and we have been told ther are some 90 people from 27 countries.
0858 On train to Barnes for Roehampton University and the heat is starting to get up. Think it is going to be as jascketless presentation as the combination of the heat and my nerves will mean I will just drip. Keep waiting to see if there is anyone I know or anyone heading in the same direction. I suddenly understand a little more why academics are defensive of their work; it is your baby and you are allowing people to criticise it by showing it to the world. Let’s hope mine is a beauty and doesn’t need too much correcting! On train to Barnes for Roehampton University and the heat is starting to get up. Think it is going to be as jascketless presentation as the combination of the heat and my nerves will mean I will just drip. Keep waiting to see if there is anyone I know or anyone heading in the same direction. I suddenly understand a little more why academics are defensive of their work; it is your baby and you are allowing people to criticise it by showing it to the world. Let’s hope mine is a beauty and doesn’t need too much correcting!
0743 Twitter @cjgrinbergs Also going to be tweeting throughout @cjgrinbergs:
Leaving for EMSENIC @RoehamptonUni to give 1st paper on uni partnerships. Follow on here & on blog http://bit.ly/cNvG7d
(0742 via TweetDeck)
RT @RoehamptonUni: 3rd EMSENIC Conference @RoehamptonUni: Towards Inclusion, Being with Others: 24th & 25th June http://tinyurl.com/2vgz6bw
(0736 via TweetDeck)
0730 Just getting ready for the conference and trying not to be nervous. It is a beautiful day today and wearing a suit is not going to be fun but at least I will not have to worry about rain! I have been to loads of conferences and discussed issues such as this without a problem but this different for two reasons. Firstly, I am returning to my old place of work and they know me (and my faults!) so it is going to be intensive. I feel I have to reach a higher standard as they will remember me and there is something to live up to. Secondly, this is the first time I have presented at such an event and therefore I am letting my academic ideas out. Now my family have all read the paper and think it is good as well as interesting. But will the audience? Have I missed an aspect of internationalisation out that is very obvious? Am I about to break (once again!) some unwritten rule of the academic world. Only time will tell!
2314 Twitter @cjgrinbergs
Good conference dinner at end of enjoyable day 1 of EMSENIC. Full summary on blog & more tomorrow. http://bit.ly/cNvG7d
(2313 via TweetDeck)
2253 Just home now from day one of the conference. Very interesting and once again a good selection of speakers. I have to admit that the morning session was better than the afternoon for the simple reason that it is more focussed on my particular area.
Dinner did feature Derek Paravicini who was impressive to say the least. I only felt a little sorry for him that the audience did not quiet down and spend a little more time listening. After dinner a number of the students sang a couple of songs and the young guy from Indonesia was particularly impressive.
Had a number of interesting conversations (though this was not easy with the ear, I have to admit. I spent quite a bit of time with the Head of Fontys OSO and (I think) the Dean of Education from Fontys. All very interesting and I liked him a lot and would like to build on that relationship. Had a good conversation with a variety of colleagues from Fontys and Roehampton which made me miss the stimulating conversations we used to have over dinner after the Programme Boards.
Tomorrow also promises to be an interesting day with the third and final Keynote Talk. I am also chairing one of the panels which will be interesting; it’s on leadership and SEN which is not a field I know a lot about. I suspect it will pull more on my journalism skills: introduce them, keep them to time and make sure there are a couple of interesting questions. Very pleased to be asked.
A fascinating day and really exciting as for once I felt more like an academic than an administrator. See you tomorrow when I will start a new rolling blog entry.
1719 So that is the formal part of the day over but as with many of these conferences there is an evening social programme. Not only this a social event but it allows a further exchange of ideas and I know I will be trying to speak to a couple of people, including Ann Cheryl.
This evening there is rumoured to be entertainment by Derek Paravicini a pianist who is blind and suffers from severe learning difficulties. He’s appeared in a variety of programmes including a recent series on BBC 3 on autism. His playing is remarkable as can be seen in this video:
That said, first up is some chat and hopefully a glass of something to wash down and use to reflect on the ideas of the day.
1647-1717 Q&A with Profs Booth and Armstrong
Notes in normal text: comments and reflections in italics and underlined.
Question from floor: that those with the disabilities are not involved in the definitions?
Answer: Armstrong felt that she includes people not just consulting people but more fundamental level of included and participating in research. Booth felt that work still needs to be done and more voices.
Discussion on some of the issues to do with labelling, identity and whether that is positive or not. Armstrong says we need to be vigilant. Booth says that the issue is not to do with resources but do with discrimination as the resources should be distributed evenly (whatever the disability or not). Labelling can be used in a positive way to have all the resources according to one attendee.
One EM SEN students raises the question of self-exclusion and people moving themselves outside the normal in international schools. Which is something I have always thought to do with the Gay Community who say ‘self- ghetto-ise. And I suppose that is the issue the Prof Armstrong raised about individual groups creating their own schools. Booth goes onto say that it is not just an issue of private schools but also the dominance of English (which is more expensive and exclusive as people do not speak the language).
A discussion then followed on using varying terms and both speakers agreed to an extent that in the end it does not matter but the general project is important. That said, Armstrong says that we need to discuss and debate these issues.
1600-1647 Keynote Talk 2 Professor Felicity Armstrong “Inclusive Education and Being With Others: why geographies and histories matter.”
Notes in normal text: comments and reflections in italics and underlined.
Learning from others and ‘ordinary people.’ Importance of consultation. Many of the problems are shared and common rather than always being different and always having different understandings.
‘Inclusive Education’ and ‘diversity’ as terms are not culturally universal. As are many of the terms which are used in Academia as much of my time is spent defining internationalisation.
“The right to be oneself” is a very powerful idea – taken from Tony Booth.
The government’s policy to allow a variety of social/campaign groups to open their own school is against inclusive education and allowing exclusion (due to selection/targeting particular groups of students).
Histories are important to allow for oral narrative and cultural linking, Foucault differentiated between official and effective histories. Effective history can be told in a variety of ways and many people contribute to. The issue of geographies around the world also has an impact on inclusion (e.g. the Ugandan child which cannot get across the river to school). Meanings of places are created by practice of society (e.g. special schools develop their meaning because of our understanding and values put on it rather than the actual location).
Moving onto internationalisation/globalisation. Globalisation is an historic process which based on historic relations. One of things that is exported is the categories of disability (e.g. the medical definitions of disability sent out from the UK).
Example drawn on Sharrow primary school in Sheffield (Been there during my MA. Very poor but engaging area) and has a lot of refugees and immigrants – those ‘affected by geographies but not in control of them.’ Historical and geographical issues are very much at play here (e.g. history of heavy industry in Sheffield, history of migration etc.). Variety of methods to include all students from a variety of backgrounds e.g. buddy scheme, using assemblies to allow the children to express their culture etc.
What’s inclusive is making choices, being included in decisions. As illustrated by Geographies/Histories, seeing things from different perspectives is important.
The issue of students being empowered by decision making is true on so many levels and I have seen in my research.
1635 Some Further Reflections on My Presentation
A couple of people of now come up to me to say that they enjoyed my paper. Dr. Sulochini Pather said it was very interesting and that the PhD research sounded very exciting. My ex boss looked astonished when I suggested I was worried before that I might have disgraced myself, she said absolutely not, which is a relief as I value her opinion. Others have requested copies of the slides and one alumni she overheard me say it was “fine” said that it was more than fine. Another academic I know said she was impressed and flattered an author she had used in a lecture was quoted. I hadn’t realised that one of the questions asked was by the head of Fontys which was good that he found it sufficiently interesting to discuss. Sulochini also said I delivered it well and was engaging. So all in all, very good and just need to think of the issues raised (role of universities, role of power/control in international relations and some methodological issues) but there may be some more papers to follow.
Having done the paper now, I have found the feedback interesting and useful in reformulating, re-emphasising and re-evaluating my research. I did not need to be that nervous as the people in that audience are (relatively!) friendly. I was reminded of what Len Barton (a Prof in Special & Inclusive Ed) said to me that speaking is a little like preaching and we should neither underestimate what we are saying nor its potential impact. I very much felt that today and hopefully will not forget that as I give more of these.
1506- 1524 Dr. Wilson Kofi Agbeke “Disability and the built environment.”
Talked about the medical perspective of SEN so that the problem is the individual’s physical lack rather than society not being able to cope. By separating the student, the disability becomes more of an issue. There is a customs/beliefs issues that affect inclusive education in his context. There are also political reasons for inclusion. Research questions also look at how built environment affects the inclusion of all people. Many people are just paying lip-service to inclusive education.
1510 (Delivered 1215-1245) Ann Cheryl Armstrong “Control and the Politics of Possibility”
The presentation before my talk was by Prof Ann Cheryl Armstrong who was excellent and very engaging. She talked about the fact that many students are looking at implementing the knowledge that we have here. She argued that from what she had seen there is an issue of control with Europeans trying to control those outside. Relationships with the former colonial powers are varied and many are (overly?) respective of their former rulers. She argues that we need to “re-think the way we teach and engage other in HE on an ongoing basis; see out students as the hope that they are and represent.” Education is not about filling their heads with stuff but to play on their own interests and motivations. Inclusion is “actually about inclusion into world politics, economics, education systems...”
MY REFLECTIONS: This presentation shared many of my opinions and feelings to do with the programme. Her last quotation above reflects my reading of soft-power, a bottom-up way of looking at internationalisation. Her opinion that many countries want to emulate their former colonisers rather than learning from them. Afterwards we discussed the issue that the European Union is almost acting in a colonising form in their actions with Erasmus Mundus. A very interesting presentation with many questions which I want to think through to do with the power relations in EM SEN.
1442 – 1456 Ann Nancy Menday “Managing Tensions between the inclusion and the standards agenda: Lessons from a case study of mainstream school in England.”
Standards agenda has a variety of impacts on inclusive education. Not always in a negative way.
MY REFLECTIONS Can we learn from an individual school. Is this a typical? Are the league tables driving inclusion so that all students do well and therefore included? Or do they cause a focus on individuals to do the best rather than the minorities who will ‘fail whatever’?
1425 Twitter @cjgrinbergs
Presentation done at EMSENIC & pleased with it. Engaging questions & possible joint research to come. Blog continuing: http://bit.ly/cNvG7d
(1423 via TweetDeck)
1406-1440 Dr. Jacqueline van Swet “Research as a Patchwork Quilt”.
Using EM as a model. Cooperation and collaboration as synonyms. Collaboration can be seen as being part of a network, involving a variety of partners including the subjects and the participants as well. Collaboration can be empancipatory: achieve more together and more freedom. To create a patchwork and there needs to be an agreement on how it is made up: the size of the units, how they will fit together and they are brought together for a piece of art. Looking at the back of the quilt it is untidy and not as organised as the final product. Europe is more individualistic but the African nations are more collaborative, collectivist approach. Ties back to our upbringing. Discussion of critical friendship and the importance of working together. Need to celebrate diversity in the research. Varying types and level of participation in research, on a scale of participation (e.g. Arnstein 1969).
Involvement of the community in the research for example deciding on the question, who is undertaking the research and how.
MY QUESTIONS/REFLECTIONS: Research is often about the individual finding their voice or – as Felicity Armstrong or Mike Oliver might say – about giving voice to those who do not have a voice like those with SEN. How do we reconcile the individual voice in the collaborative? How do we make sure that individual’s are not made powerless by collaborative research. Much of the UK and indeed EU funding in research relates to impact and many take this as involving the community. Does this not risk stifling research and limit the research by people who are not trained researchers – governments, community groups etc?
1400 So the presentation went well. Two interesting questions on whether my research could be applied to all Erasmus Mundus Programmes (in some senses, yes, but in a more general sense impossible due to the unique aspect of Special and Inclusive Education) and what about the institutions (not really questioned in survey though they would be divided between the pedagogic/cultural/economic models). Apparently I did not cause offence and it worked which is a relief. Also, Jeanne Keay said that I need to be clearer on my Methodology as populations do not necessarily link up as there may be different country contexts, personalities in the group which affects the collaboration and whether it happens.
1203 The first key note is over and an interesting speech looking at a variety of the discourses around inclusive education and how quickly the terms become laden with different meanings. Off to give my paper next and trying to be calm and breath.
1052-1202 Keynote Talk 1 by Prof Tony Booth from Canterbury Christchurch University: Inclusion: An Ethical Alliance to Develop Education
Notes in normal text: comments and reflections in italics and underlined.
Humility to do with inclusion as people know more and have different experiences.
The issues with the term ‘others’ is when it is used as a term to differentiate rather than include. Learning to be with others in a way that makes the others seem like us is always an urgent and pressing issue.
Discusses a variety of perspectives of inclusion. The normal mode is inclusion seen through the lens of special educational needs, as defined/bridged by disability. Criticises the idea of SENCOs as it makes individuals different and make them separate.
Another perspective of inclusion that it is the opposite of exclusion with a linking concept of values. Perhaps we do not want two perspectives in our heads which are conflicting (compare with New Labour or the Lib/Con governments with two sets of values each).
Set of headings for inclusive values including equality, participation, community, respect for diversity. Very much a set of values based on dialogue on reminds me of some of my arguments for soft power or bottom up internationalisation. Using these values has broadened out and also includes ideas of rights, trust, compassion, love and beauty. Are these not universal values rather than inclusive ones? Do we see these as professional values as Booth suggests are rather a fundamental, empathetic quality of human beings?
Discrimination against the old or the disabled happens because it is too close to our reality – we may be old and disabled.
He is re-writing an index of inclusion based on this larger scale list of values and wants it to be linked more fully into the activities of others. Interesting to see the concept of sustainability as featuring in inclusive education. Works on some many levels: environmental, policy, level of support etc. Stop being sustainable and some people will be excluded in the long run.
Raises the issue of what are we being included in?
“Change does not become development until it is linked to values” and therefore inclusive development, needs broad, inclusive values. Makes me think of what values are underpinning the international development and collaboration which I am monitoring in EM SEN’s students.
Suggests a ‘global rights-based’ model of inclusion and rather than a traditional list o languages, humanities, arts, sciences, music etc it has a list including food/water, clothing, health, ethics/politics etc. These are the skills they need for life and not a set of disciplines. I wonder what the thoughts behind the original subjects and disciplines were? Would these not have been the same: skills needed for every day life? Is it this a linguistic change rather than actually a change in what is learnt? Suggests that elements of the new list should be put into the current curriculum rather than a completely new curriculum.
The importance of ‘the power of we’ and the importance of difference and otherance. Without acknowledging this we are not moving forward. Each one of us needs to find the headings within us are the spurs to personal action and he suggests that doing some of these things in the interests of getting rid of the barriers can be a thing of incredible beauty.
1042 One of the alumni presents what it is like being part of a cohort of 21 from 18 countries, aged 28-60 from a vast variety of backgrounds. Conflict became an issue for them. One of the students quoted talks again of changing things back home and another talks of working together in a way that would not have been possible. She ends with one of the videos about which I have blogged previously. Still moving and particularly in this forum.
1039 Twitter @cjgrinbergs
Interesting introduction to conference @RoehamptonUni & moving outline of the true impact of education for all people, whatever their needs
(1038 via TweetDeck)
1038 Dr. Jacqueline van Swet talks of the conference and the first one in Prague which I was involved in the organisation of. This was one of the highlights of my time at Roehampton not only because of the ideas or the location but the true sense of collaboration and coming into contact with cultures we might not necessarily have. Evaluation of the second conference in the Netherlands stated that it was “a first step in international networking” which I hope will be true today.
1036 Just been named check as the administrator which was flattering and my paper flagged. Strange to be remembered and acknowldedged in such a way but flattering.
1034 Prof. Jan Siska is to present an historical overview of the programme. Quotes EU in saying that EM offers a response to the challenge of globalisation. He highlights the issue of merging the three university systems which reminds me of the hours of programme board. He goes onto talk about the diversity of roles and nationalities of the student body on EM SEN. 10% of the world population (650 million people) are disabled and the EM SEN programme aims, simply, for ‘Education for All’.
Jan talks of from ‘Tears to Smiles’ in jointly delivering the programme due to the diversity of the universities involved. The academic regulations, the logistics and social life are not easy. He goes on to talk about the informal partnerships which have been developed after the programme. I will be interested to learn more about these as I suspect there are far more going on – and some which Jan/Charles Uni are involved which we do not know about; including a photography completion to do with Inclusive Education won by one of the alumni. It is this nature of these informal relationships which form the basis of a new model of internationalisation.
1015 Dr. Jeanne Keay goes through some of the collaborative projects which exist and there is a clear sense of pride. Ends by saying we go away to implement what we hear.
1013 According to the Dean of Education at Roehampton, Dr. Jeanne Keay, says that we all share a passion for Special and Inclusive Education. Feeling tad of a fraud as I am more of an international education researcher than one in SIE.
1010 Introduction talk by Dr. Sulochini Pather she says that the ”Conference aims to talk and learn not from, not to but with eachother” which seems to link nicely into my presentation though I hope that my perspective ‘fits in.’ “Sharing experiences is one of the great things that universities do” according to VC of Roehampton, Prof Paul O’Prey. He has just mentioned one of the partnerships in India which I am drawing on for my presentation and used as an example of the internationalisation of the university. But as my paper states: which model?
Just had a conversation with Ann-Cheryl Armstrong, who is the speaker before me, and she is looking at voice in the case of EM SEN’s students. She says they all talk of changing their home countries which ties in with my theory of increasing awareness of collaboration. I’ll be interested to hear her perspective on what is happening. Quick bit of re-writing during the session?!
1000 Just in seat after an hour's discussion with various old (and new) friends. Seeing the students again is a bit odd but interesting and I have already had one ask me about an Oyster Card, I may be chairing a session tomorrow which would be interesting even though I know so little about Special and Inclusive Education. The opening session has just got under away and we have been told ther are some 90 people from 27 countries.
0858 On train to Barnes for Roehampton University and the heat is starting to get up. Think it is going to be as jascketless presentation as the combination of the heat and my nerves will mean I will just drip. Keep waiting to see if there is anyone I know or anyone heading in the same direction. I suddenly understand a little more why academics are defensive of their work; it is your baby and you are allowing people to criticise it by showing it to the world. Let’s hope mine is a beauty and doesn’t need too much correcting! On train to Barnes for Roehampton University and the heat is starting to get up. Think it is going to be as jascketless presentation as the combination of the heat and my nerves will mean I will just drip. Keep waiting to see if there is anyone I know or anyone heading in the same direction. I suddenly understand a little more why academics are defensive of their work; it is your baby and you are allowing people to criticise it by showing it to the world. Let’s hope mine is a beauty and doesn’t need too much correcting!
0743 Twitter @cjgrinbergs Also going to be tweeting throughout @cjgrinbergs:
Leaving for EMSENIC @RoehamptonUni to give 1st paper on uni partnerships. Follow on here & on blog http://bit.ly/cNvG7d
(0742 via TweetDeck)
RT @RoehamptonUni: 3rd EMSENIC Conference @RoehamptonUni: Towards Inclusion, Being with Others: 24th & 25th June http://tinyurl.com/2vgz6bw
(0736 via TweetDeck)
0730 Just getting ready for the conference and trying not to be nervous. It is a beautiful day today and wearing a suit is not going to be fun but at least I will not have to worry about rain! I have been to loads of conferences and discussed issues such as this without a problem but this different for two reasons. Firstly, I am returning to my old place of work and they know me (and my faults!) so it is going to be intensive. I feel I have to reach a higher standard as they will remember me and there is something to live up to. Secondly, this is the first time I have presented at such an event and therefore I am letting my academic ideas out. Now my family have all read the paper and think it is good as well as interesting. But will the audience? Have I missed an aspect of internationalisation out that is very obvious? Am I about to break (once again!) some unwritten rule of the academic world. Only time will tell!
Tuesday 22 June 2010
Post Budget Analysis - Rolling Notes
1345 Summary of Measures:
VAT up 2.5% from Jan 2011
CGT up 10% from midnight
Bank Levy from Jan 2011
Child Benefit Frozen
Variety of Business taxes eased
25% cut over 4 years in Deparment Budget bar Health and International Development
2 year freeze of Public Sector Pay
1355 Instant Analysis:
Chancellor banking on the Coalition lasting for 5 years as would not want to go to the country with this set of cuts. And without seeing if this has worked. Rather than dripping cuts this seems to be all in one go - as recommended by Canadian and Irish models.
Risk is a double dip recession but hopefull the honesty will avoid that rather than causing long-term uncertainty.
Lib Dem impact is not clear - felt a very Tory budget: helping business, creating smaller government and removing some allowances.
Higher Education: Department of Business, Innovation and Skils budget has been cut by 25% despite increases in some funds for business creation. Instant thought is that there will have to be at least a 25% cut for UK's universities.
1403 Just done word search in the actual Budget Document for Universities and Higher Education. Only a couple of references and the key one of which is the selling off of Part of the Student Loans Company. No surprise but yet another prediction of the Browne review. Hopefully, lots of clauses to protect the loans from too large an interest rate on the loans.
1413 FTSE down about 1.3%, GBP/USD up 0.2% GBP/Euro up 0.4%. Nothing too serious thus far. Waiting for people to go through the detail.
1430 So quite a busy day over at Westminster, the media village is going mad on our boxes and I suspect the Palace is buzzing. From my point of view, I suspect that the University of Westminster is busy working out what the impact is and awaiting the details of the specific budgets to come out of government departments. It's not looking good for the sector in terms of pay, in terms of finding new income and in terms of the service we can offer. More to follow, I am sure but off to take stock after what has been a fascinating and, once again, historic few hours. Coalition Government and an economic crisis have led to some interesting times.
1500 Deloitte Poll (which is probably mostly answered by Business Folk) has come out saying that the budget is tough but fair (70% agree to 30% against).
1658 So Universities UK have published some reaction to the Budget. They criticise the VAT increase as damaging some of the cost basis and has worked out that a 25% cut equates to £3.6bn for the sector. Finally, they emphasise the impact that knowledge and research hs to the income. Nothing surprising but there is a feeling that there is not much to be done.
1713 FTSE ends day down just short of 1% and Stirling down less than 1cent against the Euro & Dollar. A very calm reaction and hopefully indicating no concern so far on the part of the markets.
VAT up 2.5% from Jan 2011
CGT up 10% from midnight
Bank Levy from Jan 2011
Child Benefit Frozen
Variety of Business taxes eased
25% cut over 4 years in Deparment Budget bar Health and International Development
2 year freeze of Public Sector Pay
1355 Instant Analysis:
Chancellor banking on the Coalition lasting for 5 years as would not want to go to the country with this set of cuts. And without seeing if this has worked. Rather than dripping cuts this seems to be all in one go - as recommended by Canadian and Irish models.
Risk is a double dip recession but hopefull the honesty will avoid that rather than causing long-term uncertainty.
Lib Dem impact is not clear - felt a very Tory budget: helping business, creating smaller government and removing some allowances.
Higher Education: Department of Business, Innovation and Skils budget has been cut by 25% despite increases in some funds for business creation. Instant thought is that there will have to be at least a 25% cut for UK's universities.
1403 Just done word search in the actual Budget Document for Universities and Higher Education. Only a couple of references and the key one of which is the selling off of Part of the Student Loans Company. No surprise but yet another prediction of the Browne review. Hopefully, lots of clauses to protect the loans from too large an interest rate on the loans.
1413 FTSE down about 1.3%, GBP/USD up 0.2% GBP/Euro up 0.4%. Nothing too serious thus far. Waiting for people to go through the detail.
1430 So quite a busy day over at Westminster, the media village is going mad on our boxes and I suspect the Palace is buzzing. From my point of view, I suspect that the University of Westminster is busy working out what the impact is and awaiting the details of the specific budgets to come out of government departments. It's not looking good for the sector in terms of pay, in terms of finding new income and in terms of the service we can offer. More to follow, I am sure but off to take stock after what has been a fascinating and, once again, historic few hours. Coalition Government and an economic crisis have led to some interesting times.
1500 Deloitte Poll (which is probably mostly answered by Business Folk) has come out saying that the budget is tough but fair (70% agree to 30% against).
1658 So Universities UK have published some reaction to the Budget. They criticise the VAT increase as damaging some of the cost basis and has worked out that a 25% cut equates to £3.6bn for the sector. Finally, they emphasise the impact that knowledge and research hs to the income. Nothing surprising but there is a feeling that there is not much to be done.
1713 FTSE ends day down just short of 1% and Stirling down less than 1cent against the Euro & Dollar. A very calm reaction and hopefully indicating no concern so far on the part of the markets.
The Budget - Rolling Notes
Throughout the general election and various other news events, I have kept a note pad with the key issues at timed intervals, as I used to do as a journalist during a 'big story'. Normally these have been for my own consumption. Today I'm going to try this with the blog and will be focussing on issues to do with Higher Education.
1213 Budget Programme start on the BBC - predicting major cuts and probably VAT. Hints at where the cuts might be but BBC predicting generation shifting speech n the public finances.
1222 BBC's Nick Robinson says that the Lib Dems have gone thoroughly through each line of the budget to make sure it does not affect the young and the elderly - first example of the Lib Dem's softening the Tory's actions?
1230 HE has seen cuts in the number of undergrad places in the first £6bn cuts and the Uni Enterprise Fund in the next £2bn. What will we lose today?
1233 And of we go ... crossed fingers...
1234 3 mins of flannel to start though the BBC are saying VAT going up.
1243 Current deficit to be illiminated by 2015/16 ... only half a decade of suffering then. Still seems very wordy and little content.
1247 No Euro in this parliament as stated in the coalition agreement: the Lib Dem concessions will be elsewhere!
1249 £30bn reductions per year in public spending over next 5 years.
1252 Queen's budget sticks at £7.4m and look for other efficiencies. So Her Majesty keeps the same income - unlike her people who will get less.
1253 Public sector pay freeze for 2 years. Constraining public pay and pensions. Public sector has ben insulated from cuts which the private section has been through. The country was living beyond its means - though perhaps not the people it employs who just balanced the books.
1259 £250 increase for poorest public sector employees? £20 a month? Will it be noticed?
1303 Child Benefit frozen but a variety of other welfare benefits cut. Not quite sure on what happens to disability allowance but suspect it will be cut within those £11bn just announced.
1307 Variety of (small) changes to help business creation. Could universities link to Small and Medium Sized enterprises be continued? We'll see.
1310 So Banks to have to pay more. Is this retribution? Is this to kick a common enemy? Is it unwise without international agreement? Or good economics?
1313 Clegg keeps his rail link to Sheffield? At least someone will be moving faster!
1316 VAT TO INCREASE TO 20% FROM JANUARY 2011.
1322 We hardly noticed a 2.5% cut in VAT last year: will anyone notice a similar increase? As Cardiff Blogger points out Denmark & Finland are at 25%
1327 Tax Free Allowance up by £1000.
1328 Chancellor sits down after 55 minutes. Not as long but just as significant as many expected.
1330 Don't envy Harriet Harman ... will she be to come up with policy suggestions rather than empty attacks?
1337 Harman says budget attacks young & elderly: I think Lib Dems did good job of protecting them as best they could.
1339 Harman attacks coalition & Lib Dems rather than policy. Not what Clegg wanted. And shows no sustance from Labour.
1213 Budget Programme start on the BBC - predicting major cuts and probably VAT. Hints at where the cuts might be but BBC predicting generation shifting speech n the public finances.
1222 BBC's Nick Robinson says that the Lib Dems have gone thoroughly through each line of the budget to make sure it does not affect the young and the elderly - first example of the Lib Dem's softening the Tory's actions?
1230 HE has seen cuts in the number of undergrad places in the first £6bn cuts and the Uni Enterprise Fund in the next £2bn. What will we lose today?
1233 And of we go ... crossed fingers...
1234 3 mins of flannel to start though the BBC are saying VAT going up.
1243 Current deficit to be illiminated by 2015/16 ... only half a decade of suffering then. Still seems very wordy and little content.
1247 No Euro in this parliament as stated in the coalition agreement: the Lib Dem concessions will be elsewhere!
1249 £30bn reductions per year in public spending over next 5 years.
1252 Queen's budget sticks at £7.4m and look for other efficiencies. So Her Majesty keeps the same income - unlike her people who will get less.
1253 Public sector pay freeze for 2 years. Constraining public pay and pensions. Public sector has ben insulated from cuts which the private section has been through. The country was living beyond its means - though perhaps not the people it employs who just balanced the books.
1259 £250 increase for poorest public sector employees? £20 a month? Will it be noticed?
1303 Child Benefit frozen but a variety of other welfare benefits cut. Not quite sure on what happens to disability allowance but suspect it will be cut within those £11bn just announced.
1307 Variety of (small) changes to help business creation. Could universities link to Small and Medium Sized enterprises be continued? We'll see.
1310 So Banks to have to pay more. Is this retribution? Is this to kick a common enemy? Is it unwise without international agreement? Or good economics?
1313 Clegg keeps his rail link to Sheffield? At least someone will be moving faster!
1316 VAT TO INCREASE TO 20% FROM JANUARY 2011.
1322 We hardly noticed a 2.5% cut in VAT last year: will anyone notice a similar increase? As Cardiff Blogger points out Denmark & Finland are at 25%
1327 Tax Free Allowance up by £1000.
1328 Chancellor sits down after 55 minutes. Not as long but just as significant as many expected.
1330 Don't envy Harriet Harman ... will she be to come up with policy suggestions rather than empty attacks?
1337 Harman says budget attacks young & elderly: I think Lib Dems did good job of protecting them as best they could.
1339 Harman attacks coalition & Lib Dems rather than policy. Not what Clegg wanted. And shows no sustance from Labour.
Saturday 19 June 2010
Special and Inclusive Education: The Lecture
10 days ago I attended one of the best lectures I have been to since I attended to courses on French Literature shaped around Towns and Countryside whilst at the Universite Stendhal in Grenoble. It was short, themed and presumed that the audience were intelligent with at least some basic knowledge.
I administered a Masters in Special and Inclusive Education for 3 years – the Erasmus Mundus SEN programme – so I had a starting knowledge of the field. Having helped run the first EM SENIC conference and then attended a variety of events looking at Inclusive Education.
Now inclusive education is the theory that all students should be educated in a main stream setting no matter what special needs they have. Condemned by some middle class parents as not letting their child achieve as well, condemned by others as not giving the necessary support. It is falsely popular with governments as the lack of specialist schools reduces there budgets and then falsely administered with children either in special units or with dedicated support in the class room, thus removing them from the main stream. There is a statistic that only the top 2% do not get any benefit from an inclusive environment. There are similar arguments that it does not provide any support at all, depending on the report you read.
This lecture weaved the nuances of how disabled people are trying to reclaim the term so that people acknowledge the issues they face into our own experiences. For once I understood the different models of disability: the medical model where the physical ‘defect’ defines the individual and it is this physical problem that causes the problem which differs from the societal model where it is not the individual’s ‘fault’ but rather society’s fault as they are unable to cope with differences from the standard, able person.
Above all, the session was impressive as it made me think. If I believe in an inclusive society (from gender and sexuality through to race and education), where are the limits and tensions in this? Ultimately, if I start to exclude anyone, I start to forget my own special needs and my own need to my included. A sobering lesson if nothing else.
I administered a Masters in Special and Inclusive Education for 3 years – the Erasmus Mundus SEN programme – so I had a starting knowledge of the field. Having helped run the first EM SENIC conference and then attended a variety of events looking at Inclusive Education.
Now inclusive education is the theory that all students should be educated in a main stream setting no matter what special needs they have. Condemned by some middle class parents as not letting their child achieve as well, condemned by others as not giving the necessary support. It is falsely popular with governments as the lack of specialist schools reduces there budgets and then falsely administered with children either in special units or with dedicated support in the class room, thus removing them from the main stream. There is a statistic that only the top 2% do not get any benefit from an inclusive environment. There are similar arguments that it does not provide any support at all, depending on the report you read.
This lecture weaved the nuances of how disabled people are trying to reclaim the term so that people acknowledge the issues they face into our own experiences. For once I understood the different models of disability: the medical model where the physical ‘defect’ defines the individual and it is this physical problem that causes the problem which differs from the societal model where it is not the individual’s ‘fault’ but rather society’s fault as they are unable to cope with differences from the standard, able person.
Above all, the session was impressive as it made me think. If I believe in an inclusive society (from gender and sexuality through to race and education), where are the limits and tensions in this? Ultimately, if I start to exclude anyone, I start to forget my own special needs and my own need to my included. A sobering lesson if nothing else.
Friday 18 June 2010
From the International to the Homely
I am now on the train from Chester to Wrexham after a delayed journey due to a train being stuck in Rhyl earlier this afternoon.
I am meant to have spent the journey working on the paper for the conference on Thursday. Instead I have written up a couple of quotations by the excellent Jane Knight who has written the most straight forward and engaging definition of internationalisation I have read in a while. I think it aims at a process driven definition and I think there is a relational and output definition that could be created to complement her work.
I then read the initial Research Excellence Framework submissions for my school at University of Westminster. I am not hugely impressed but there are another 2 or 3 years yet and I had better not say more on here but at least I am prepared for the meetings on Monday morning.
At the end of this journey, I am listening to Nigel Hess and watching the countryside go past. As I crossed the Chester walls and race course I heard the end of ‘Shelter Island’ (the first movement of his ‘East Coast Pictures’) which felt very much at home. As I cross the Cheshire plains and see the Welsh mountains as I drift towards Wrexham and home, the second movement has started: ‘The Catskills’ which depicts a journey through those mountains and ends with a majestic view of New York (the final movement). With the sun setting, it feels like the fanfare which ends the piece and the sunset are welcoming me back home.
How funny that evening – like my career – which is defined by the international has been marked by music and views of home. But I am glad for it. Have a good weekend at home or wherever you are.
PS
And as a little taster for you (though shame there is not a better recording on YouTube):
I am meant to have spent the journey working on the paper for the conference on Thursday. Instead I have written up a couple of quotations by the excellent Jane Knight who has written the most straight forward and engaging definition of internationalisation I have read in a while. I think it aims at a process driven definition and I think there is a relational and output definition that could be created to complement her work.
I then read the initial Research Excellence Framework submissions for my school at University of Westminster. I am not hugely impressed but there are another 2 or 3 years yet and I had better not say more on here but at least I am prepared for the meetings on Monday morning.
At the end of this journey, I am listening to Nigel Hess and watching the countryside go past. As I crossed the Chester walls and race course I heard the end of ‘Shelter Island’ (the first movement of his ‘East Coast Pictures’) which felt very much at home. As I cross the Cheshire plains and see the Welsh mountains as I drift towards Wrexham and home, the second movement has started: ‘The Catskills’ which depicts a journey through those mountains and ends with a majestic view of New York (the final movement). With the sun setting, it feels like the fanfare which ends the piece and the sunset are welcoming me back home.
How funny that evening – like my career – which is defined by the international has been marked by music and views of home. But I am glad for it. Have a good weekend at home or wherever you are.
PS
And as a little taster for you (though shame there is not a better recording on YouTube):
Thursday 17 June 2010
I Haven't Forgotten
I know I am meant to be blogging and keeping a diary regularly.
But like most people in academia (indeed, most humans), I am somewhat target driven which means that after a very nice weekend, the paper still wasn't written. Now some 2200 of 3600 words is written and most of the rest sketched. And a section on defining internationalisation can be lifted from the essay I am to write (as well) this weekend for a tutorial. I now an extention on submitting the slides until Monday and I think I almost have a clever conclusion and will be ready to deliver next Thursday. Even almost come up with a conclusion along the lines of that in such an environment as Erasmus Mundus, students collaboration to improve Special Education Needs is not a question of inspiration but inevitability.
And as I have been writing this just had a good quotation from the Academic Co-operation Association to end with:
"Everyone wants a world-class university. No country feels it can do without one. The problem is that no one knows what a world-class university is, and no one has figured out how to get one".
(Philip Altbach of Boston College at ACA Seminar)
But like most people in academia (indeed, most humans), I am somewhat target driven which means that after a very nice weekend, the paper still wasn't written. Now some 2200 of 3600 words is written and most of the rest sketched. And a section on defining internationalisation can be lifted from the essay I am to write (as well) this weekend for a tutorial. I now an extention on submitting the slides until Monday and I think I almost have a clever conclusion and will be ready to deliver next Thursday. Even almost come up with a conclusion along the lines of that in such an environment as Erasmus Mundus, students collaboration to improve Special Education Needs is not a question of inspiration but inevitability.
And as I have been writing this just had a good quotation from the Academic Co-operation Association to end with:
"Everyone wants a world-class university. No country feels it can do without one. The problem is that no one knows what a world-class university is, and no one has figured out how to get one".
(Philip Altbach of Boston College at ACA Seminar)
Thursday 10 June 2010
Predicting the Browne Review Mr. Willetts?
Well, none of us were that surprised when Willetts suggested that Universities were about to go through some tough times. And raised (and variable) fees have been on the agenda for about 2 years now and the (fairly common) rumours are that we will have a two tier fees structure suggested over the summer.
Not a surprise but there has been some fairly interesting comment out there including the call that education should be a meritocracy and not about the bank balance. Absolutely but hopefully a little premature ... if the government were to raise support for those in need then the impact could be lessened on those with low or modest incomes.
That said, it does still leave me questioning if we are correctly educating the right people and in the right things. Watched as part of this week's lectures a tremendous (and funny) video by Sir Ken Robinson on education in which he argues that not only are we cramping creativity but by allowing more students to go to university then we are stifling creativity in the style of our education which is worsened by forcing more into HE (and devaluing the end product).
This reminded me of the BBC article this week saying that 'more people than ever before will miss out'; whilst I am not arguing for the good old days which my parents went through when only 1 or 2% went to university but perhaps we should re-consider the fact that not everyone should go to university or is suited. Does a diverse (and deserving) higher education system really mean universal? Perhaps Willetts would have been better questioning what role of universities should actually have in society.
Ask most people what a university is for and they would say educating (and particularly 18 year olds). Ask many academics and the picture becomes more complex. Research many might say. During a presentation I gave to the English Department today, the Head said something positive needed to be said. Too true, as research (and particularly that in Arts, Humanities and Social Sciences) is endangered and cuts will follow but can the country which inspired Shakespeare really not fund research into plays? The increases in student fees will not mean more money for research; rather a decrease in the net grant from universities. This will research more poorly funded and, possibly, less rich. Now much of this I predicted in me pre-election blogs but none of the parties committed to helping universities.
By cutting university funding, it's not just about not allowing those into education who should be, it endangers the knowledge basis that this country is renowned for. It damages the teaching students who do get through the door receive. It damages our culture and our economy.
Perhaps there is another way. Now the issue of whether universities should be engaging in BOTH teaching AND research is a question I have raised elsewhere, including examples of where teaching and research take place in separate foundations. I have no answers. But perhaps instead of predicting the outcome of the Browne Review, Mr. Willetts should have started a fundamental debate on universities, their actions and their structures rather than presuming that the current structure is fit for purpose.
Not a surprise but there has been some fairly interesting comment out there including the call that education should be a meritocracy and not about the bank balance. Absolutely but hopefully a little premature ... if the government were to raise support for those in need then the impact could be lessened on those with low or modest incomes.
That said, it does still leave me questioning if we are correctly educating the right people and in the right things. Watched as part of this week's lectures a tremendous (and funny) video by Sir Ken Robinson on education in which he argues that not only are we cramping creativity but by allowing more students to go to university then we are stifling creativity in the style of our education which is worsened by forcing more into HE (and devaluing the end product).
This reminded me of the BBC article this week saying that 'more people than ever before will miss out'; whilst I am not arguing for the good old days which my parents went through when only 1 or 2% went to university but perhaps we should re-consider the fact that not everyone should go to university or is suited. Does a diverse (and deserving) higher education system really mean universal? Perhaps Willetts would have been better questioning what role of universities should actually have in society.
Ask most people what a university is for and they would say educating (and particularly 18 year olds). Ask many academics and the picture becomes more complex. Research many might say. During a presentation I gave to the English Department today, the Head said something positive needed to be said. Too true, as research (and particularly that in Arts, Humanities and Social Sciences) is endangered and cuts will follow but can the country which inspired Shakespeare really not fund research into plays? The increases in student fees will not mean more money for research; rather a decrease in the net grant from universities. This will research more poorly funded and, possibly, less rich. Now much of this I predicted in me pre-election blogs but none of the parties committed to helping universities.
By cutting university funding, it's not just about not allowing those into education who should be, it endangers the knowledge basis that this country is renowned for. It damages the teaching students who do get through the door receive. It damages our culture and our economy.
Perhaps there is another way. Now the issue of whether universities should be engaging in BOTH teaching AND research is a question I have raised elsewhere, including examples of where teaching and research take place in separate foundations. I have no answers. But perhaps instead of predicting the outcome of the Browne Review, Mr. Willetts should have started a fundamental debate on universities, their actions and their structures rather than presuming that the current structure is fit for purpose.
Monday 7 June 2010
The Economic Downturn
The emergency budget is scheduled for a couple of week's time but already parallels are being drawn and recommendations shared; the BBC have this excellent article on Canada's cuts between 1992 and 1996.
Two things strike me: firstly, the international dependence on the UK and other world financial systems which is very interesting and something I share from my research - the UK does not stand alone.
Secondly, the reference to Canada scrapping separate Special Educational Needs classes. This is a policy which a former tutor of mine advocated with the main-streaming of all children as a key priority. She argued in an article that very often financial expediency forced changes rather than genuine belief in them. It was true of Canada and SEN in the 1990's; will it be true of the UK and cutting chunks of HE (or other budgets) in the 2010's?
Two things strike me: firstly, the international dependence on the UK and other world financial systems which is very interesting and something I share from my research - the UK does not stand alone.
Secondly, the reference to Canada scrapping separate Special Educational Needs classes. This is a policy which a former tutor of mine advocated with the main-streaming of all children as a key priority. She argued in an article that very often financial expediency forced changes rather than genuine belief in them. It was true of Canada and SEN in the 1990's; will it be true of the UK and cutting chunks of HE (or other budgets) in the 2010's?
Tuesday 1 June 2010
Travelling Across Europe
This weekend was the ‘Eurovision Song Contest’ which came live from Oslo. As always, there was the mix of the diverse (Butterfly Costumes from Belarus), the out of tune (the UK), the moving (Ukraine) and the purely charming (the boy from Belgium). It showed the diversity and richness of this continent that I live on.
In previous years I have watched this friend with the ubiquitous drinking game: obvious key changes, costume change, bad taste generally etc would ensure a slug of the alcoholic poison of preference. During the voting, the new game was to reward obvious points exchanges (Germany/Turkey, Greece/Cyprus) with a drink. Now one of the variations we came up with the voting (as there just didn’t seem to be enough opportunities to drink by this stage!) was the first to call out the name of the capital of the next voting country did not have to take a drink. Now I was surprisingly good at this, not only able to identify the obvious options of Germany, Norway and France but also the less well know capitals of Georgia, Belarus and Albania (Tbilisi, Minsk and Tirana, as you were asking).
Now before this comes across as a list of the occasions I have become drunk or adhering to any other British student stereotype, let’s see if I can make this a little more worthy (and relevant to my research). Now a (sober variation of) the capital guessing game it made me think of the countries of Europe I have visited (or not). I’ve visited 14 (and 12 of their capitals) but when you list the full EU membership (27), the countries applying (9), EFTA (7 including microstates) and various neighbouring countries (10), there are quite a few left to visit. Now, I am meant to be interested in Europe in my research and, yet, I have only seen various sections of Europe. Now, having lived in France, been behind the former Iron Curtain (Czech Republic), visited a Baltic State (Estonia) and worked in Scandinavia (Sweden), I think my experience is broader than many people’s but wouldn’t it be interesting to see a few more?
So capitalising on my restlessness and desire to travel at the moment, coupled with a generous leave allowance, perhaps it is time to use Ryanair and see this continent: Ljubljana or Skopje anyone?
In previous years I have watched this friend with the ubiquitous drinking game: obvious key changes, costume change, bad taste generally etc would ensure a slug of the alcoholic poison of preference. During the voting, the new game was to reward obvious points exchanges (Germany/Turkey, Greece/Cyprus) with a drink. Now one of the variations we came up with the voting (as there just didn’t seem to be enough opportunities to drink by this stage!) was the first to call out the name of the capital of the next voting country did not have to take a drink. Now I was surprisingly good at this, not only able to identify the obvious options of Germany, Norway and France but also the less well know capitals of Georgia, Belarus and Albania (Tbilisi, Minsk and Tirana, as you were asking).
Now before this comes across as a list of the occasions I have become drunk or adhering to any other British student stereotype, let’s see if I can make this a little more worthy (and relevant to my research). Now a (sober variation of) the capital guessing game it made me think of the countries of Europe I have visited (or not). I’ve visited 14 (and 12 of their capitals) but when you list the full EU membership (27), the countries applying (9), EFTA (7 including microstates) and various neighbouring countries (10), there are quite a few left to visit. Now, I am meant to be interested in Europe in my research and, yet, I have only seen various sections of Europe. Now, having lived in France, been behind the former Iron Curtain (Czech Republic), visited a Baltic State (Estonia) and worked in Scandinavia (Sweden), I think my experience is broader than many people’s but wouldn’t it be interesting to see a few more?
So capitalising on my restlessness and desire to travel at the moment, coupled with a generous leave allowance, perhaps it is time to use Ryanair and see this continent: Ljubljana or Skopje anyone?
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