PhD Webinar – Literacy and Learning in Nepal: an exploration of women’s narratives
Feb 21 @ 13:00

Education constitutes the main ingredient on both development discourses and practices in contemporary Nepal. It particularly applies to the situation of girls and women, through programs targeting the promotion of access to schooling in the rural areas of the country (Robinson-Pant 2000). This presentation explores the discursive construction of educational categories in Nepal, through the analysis of narratives of 10 Nepali women, from rural and urban spots. We identify common trends and singularities in the way they describe their lived realities, focusing on education and development.

Findings show narratives that are clearly intertwined, where education appears to be closely linked to development. Both are conceptualized as external and dichotomic, and women apparently situate themselves as passive recipients. Predominant narratives mainly refer to material issues, but some women’s views bring about political, personal or social issues and dimensions. Methodological challenges also arise concerning the limitations of approaches based on interviews when exploring narratives and the need to situate them within a wider ethnographic context.

This webinar shows how global and institutional discourses are assumed and internalized by the people, as outcomes of cognitive imperialism (Battiste 2005). However, it also reveals how women negotiate, re-signify and challenge such discourses from their particular local realities and experiences as active producers of meaningful cultural forms.

The UEA UNESCO Chair Webinar Series showcases ongoing PhD research exploring issues around Adult Literacy and Learning (ALL) for Social Change.

From Promises to Action: Education and disability in the Global South @ Faculty of Education, University of Cambridge
Mar 15 @ 10:00 – 18:30

This event is an opportunity to critically engage with how we can deliver “inclusive and equitable quality education” (Sustainable Development Goal 4) for children with disabilities.

Speakers, drawing on empirical insights, will explore the complexities and dilemmas encountered, as well as the opportunities in providing education for children and young people with disabilities in South Asia and Sub-Saharan Africa. There will be ample opportunities for group based and informal discussions.

Speakers will include:

Professor Elina Lehtomäki, Professor Global Education, University of Oulu

Professor Tom Shakespeare, Professor of Disability Research, International Centre for Evidence in Disability, London School of Hygiene and Tropical Medicine

Dr Maria Kett, Head of Research, Leonard Cheshire Disability and Inclusive Development Centre, UCL Institute of Epidemiology and Healthcare

Dr Matthew Schuelka, Lecturer in Inclusive Education, School of Education, University of Birmingham

Dr Elizabeth Walton, Associate Professor in Special and Inclusive Education, Faculty of Social Sciences, University of Nottingham

Attendees will also have the opportunity to hear from session discussants who work in policy and INGO spaces.

The event will be followed by a drinks reception to mark the launch of the new book:

Education and Disability in the Global South: New Perspectives from Africa and Asia. Published by Bloomsbury.

PhD Webinar – Non-formal spaces for teacher training for ICT in Ethiopia
Mar 21 @ 13:00

Where else can we learn then? Non-formal spaces for teacher training for ICT in Ethiopia

This research seeks to explore factors that makes secondary school teacher trainees and even current teachers attend private computer institutes. Since 2010, the Ethiopian government has raised a qualification requirement for secondary school teachers. Ten selected public universities have provided additional year of professional teacher development which is called Postgraduate Diploma in Teaching (PGDT). Although PGDT possesses a separate module for ICT implementation for teaching practice, Instructional Technology, trainees have not been satisfied with the module. On this account, the research aims to investigate Instructional Technology module and find how trainees are equipped ICT-related knowledge from the university. Above all, it seeks to find factors that trainees are dissatisfied within university teacher training related to IT module. Then, this research focuses upon private institutes where provide ICT class and compare differences in curriculum and learning environment between university and private institute. By examining different factors, this research would answer what make trainees and teachers spend their extra time on learning ICT in private institutes.

The UEA UNESCO Chair Webinar Series showcases ongoing PhD research exploring issues around Adult Literacy and Learning (ALL) for Social Change.

UKFIET Conference 2019
Sep 17 – Sep 19 all-day