Citizenship

BAICE 20th Anniversary Symposium: Sustainability, Peace and Education

Please find featured below and sumarised below a call for Abstracts for the BAICE 20th Anniversary Symposium: Sustainability, Peace and Education in Bristol on 3 May 2018. Deadline for abstracts to be submitted is 5 pm GMT, 26 March 2018.

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Monday, 5 March, 2018

SUEUAA team welcomes British Academy representative Professor Caroline Knowles

The Strengthening Urban Engagement of Universities in Asia and Africa (SUEUAA) project team were delighted to welcome Professor Caroline Knowles, Programme Director of the British Academy’s Cities and Infrastructure Programme, this week for a meeting in the School of Education at the University of Glasgow. This year, the British Academy’s Global Challenge Research Fund (Cities and Infrastructure) funded 17 projects across the UK, all of which looking at aspects of how to create and maintain sustainable and resilient cities in developing countries, of which SUEUAA is one*.

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Thursday, 25 January, 2018

RELA Volume 8, Issue 2, 2017 - Social economy and learning for a political economy of solidarity

I’m happy to announce the publication of the new issue of RELA with the theme: social economy and learning for a political economy of solidarity. The issue includes five thematic papers and two open papers, featured and available for download below.

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Thursday, 12 October, 2017

Dr. Rajesh Tandon, UNESCO Co-Chair on Community-Based Research visits School of Education, University of Glasgow

On Sept 15th and 16th 2017, we were delighted to host at the School of Education, University of Glasgow, Professor Rajesh Tandon, the founder-President of PRIA, global participatory research & training centre based in New Delhi, India. PRIA has completed 35 years of work in empowering citizens to claim their rights and organize their own communities. Professor Tandon has also been the UNESCO Co-Chair on Community-Based Research and Social Responsibility in Higher Education since 2012.

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Thursday, 5 October, 2017

The workforce of the future, digital inclusion and seniors, fostering a culture of lifelong learning and more - ACE News, October 2, 2017

Lifelong learning for a changing workforce, busting stereotypes about older learners, fostering a culture of lifelong learning and more stories about adult and community education are featured in this week's news round up.

Remember if you've got news to share, tag us on Facebook, Twitter or Instagram. 

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Wednesday, 4 October, 2017

Professor Peter Jarvis - 80th Birthday

Three former professors of adult education, and the current chair, from the University of Glasgow were amongst some 100 friends and colleagues who celebrated the 80th birthday of Professor Peter Jarvis, the eminent adult educator, known to all in the field. Professor Lalage Bown, Emeritus Professor of Adult Education at Glasgow eloquently spoke of his contributions especially in the international sphere.

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Friday, 14 July, 2017

The place of adult learning in widening access to Higher Education: exploring current policy and practice in Scotland

The Open University in Scotland is hosting an open extended seminar on the morning of 25 May 2017:

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Friday, 5 May, 2017

Building Sustainable Futures in Africa: Using Capacity-Strengthening Activities to Design and Pilot Methods for Cross-Disciplinary Research

The Sustainable Futures in Africa (SFA) Network project has since 2016 designed and piloted a range of activities that: (1) address the need for innovative methodologies that cut across the natural and social sciences, arts and humanities; (2) translate existing ODA-focused projects into opportunities for new networks of trust and commitment, and new lines of inquiry; (3) shape new opportunities for impact that address locally-articulated socio-ecological problems and challenges; and (4) underpinning all of this, generate research that critically acknowledges and works with all manner of academic, political, economic, and cultural distinctions between the ‘global north’ and the ‘global south’.   

Mia Perry from the School of Education at the University is the CR&DALL Co-I

The PI from Glasgow is Prof. Deborah Dixon (Geographical and Earth Sciences). Other Co-Is are Dr. Daniel Koehn (Geographical and Earth Sciences); Dr. Neil Burnside (Engineering); Dr. Brian Barrett (Geographical and Earth Sciences); Prof. Adrian Boyce (SUERC). There are a number of other external and internal collaborators. In addition to the core members noted above, Glasgow collaborators include: John Briggs, Joanne Sharp and Emma Laurie, Human Geography; Susan Waldron, critical zone management; Jaime Toney, environmental geochemistry; Marian Scott, environmental statistics; Richard Williams, geomatics; Margaret Smith, fine arts; Ian Watson, engineering. Collaborators in Botswana: MmaB Modise and Rebecca Lekoko, education, University of Botswana; Olekai Thakadu, environmental communication, University of Botswana. Collaborators in Malawi: Boyson Moyo, soil science, Bunda College of Agriculture; Deepa Pullanikkatil, environmental management consultant, LEAD and ABUNDANCE; Elson Kambalu, artist and community leader. Collaborators in Ethiopia: Dr Elias Lewi, tectonics and geothermals, Addis Ababa University; Mauricio Fernandes, Planet Earth Institute; Collaborators in Uganda: Kevin Aanyu and Andreas Schuman, geology and petroleum studies, Makerere University; Twine Bananuka and Joseph Watuleke, education, Makerere University.

This project has now continued with further funding sourced from the Scottish Funding Council and more details are found at this link.

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Building Connections: Community-Based Phytostabilisation/Remediation in southern Africa

The purpose of this project is to scope the potential of phytostabilisation – planting designed to keep materials in place - as an environmentally sensitive, inclusive and low-cost strategy that will allow for an enhanced social resilience in the face of food insecurity and economic precariousness (keeping roads working) while at the same time enhancing the ecological resilience of much needed arable lands (designing roadsides that mediate erosion and can potentially even become productive in their own right) and the long-term social resilience of communities that are precariously connected via these roads.

This foundation-building project brings together a range of expertise to produce a cohesive inter-disciplinary strategy for enhancing a ‘slow’, socio-ecological resilience by engaging social arts and public pedagogies with environmental sciences to help bridge the gap between immediate needs and sustainable futures. This dynamic involves an engagement with: 1. Public and community based pedagogies to understand and educate those involved in the possibilities, requirements, and implications; 2. The arts to engage social imaginations of alternative futures, civic belonging, and community cohesion; 3. Geochemistry, engineering, and agronomy to ensure the appropriate and effective design of techniques and selection of organisms; 4. Geopolitics and environmental governance as a means of envisioning the broad social, political and cross-border contexts within which these can be proffered; and 5. Community, cross-cultural, and multimodal facilitation.  

PI and Co-Pis: Mia Perry and Deborah Dixon (School of Geographical and Earth Sciences)

Start and End Date: Oct 2016 – Jan 2017

Funder and funding amount: ESRC (Impact Acceleration Account); £13,000

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YoMo: Youth Mobilities in Public and Digital Spaces

The key objective of this research is to learn more about how young people use digital spaces and particularly how their engagement in the digital space connects with social mobility and equality. In addition, the study seeks to ask how digital engagement can be enriched through creative and cultural production.

This study investigates inequity in relation to youth engagement with digital and global literacies, in order to examine assumptions about digital natives, to expose differentials that will enhance achievement for young people, and to value both digital and non-digital practices. We now know that the actual use of digital technologies and the actual engagement in cultural production is heavily determined by socio-economic status. For example, low-income young people are more likely to be digital consumers and higher income youth to be digital producers. This study is an investigation into the digital cultural engagement of two samples of young people in two different cities: in Hamilton, Ontario and in Glasgow, Scotland.

Co-PI’s: Dr Mia Perry and Dr Diane Collier, Brock University, Ontario, Canada

Start and End Date: Sept. 2016 – Sept. 2018

Funder and funding amount: The Social Sciences and Humanities Research Council of Canada (SSHRC); $65,000CND

 

 

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