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Equality Diversity and Inclusion Colloquium: Pedagogies of Liberation: Challenge, change, compassion, collaboration

Our colloquia series focuses on Equality Diversity and Inclusion (EDI) areas of interest within teaching and learning and are for anyone wishing to improve their knowledge and upskill their practice in these key areas.

The legacy of educators such as bell hooks, Paulo Freire, Ron Scapp and Henry Giroux is, among other things, the notion of education as a liberatory and healing practice, and an opportunity for individuals to make sense of their lives. This practice positions the classroom as a collaborative space to enable learning to be a joyful experience. The aim of this Colloquium is to provide an open and supportive environment within which to share, discuss and learn from contemporary practice-based interventions and initiatives that explore ways in which educators create spaces of joy and excitement not only in classrooms and lecture theatres – but also within their practice and social action outside the classroom. 

Booking Information

Date: 18 June 2024, In-person

Venue: TBC

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To educate as a practice of freedom then refers to teaching in a way that anyone can learn; to “teach in a manner that respects and cares for the souls of our students... to provide the necessary conditions where learning can most deeply and intimately begin…” (hooks, 1994).  Core to this act of education as an act of freedom is the education of students to think critically, particularly against racial, sexual and class boundaries to achieve the gift of freedom so that it becomes the “practice of freedom, [to] deal critically and creatively with reality and discover how to participate in the transformation of their world" (Freire, 2014) which is increasingly important in our current  global social and political climate.

The legacy of educators such as bell hooks, Paulo Freire, Ron Scapp and Henry Giroux is, among other things, the notion of education as a liberatory and healing practice, and an opportunity for individuals to make sense of their lives. This practice positions the classroom as a collaborative space to enable learning to be a joyful experience.

A call for contributions is now open.

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Aim

 The aim of this Colloquium is to provide an open and supportive environment within which to share, discuss and learn from contemporary practice-based interventions and initiatives that explore ways in which educators create spaces of joy and excitement not only in classrooms and lecture theatres – but also within their practice and social action outside the classroom. 

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Call for papers

Drawing on the seminal work of bell hooks’ book Teaching to Transgress we invite potential participants to share their pedagogies of liberation and submit work that addresses the following themes: 
Engaged pedagogy(ies?) – How can we teach to go beyond the limits of our current educational context? ‘Engaged pedagogy’ emphasizes the importance of the overall wellbeing of both the student and the teacher. Core to this is notions of active student voice – in a way that connects to the academic material, and teacher actualisation: self-care, mindfulness to empower students to achieve the same.  

The promise of change – How do we enact the values and beliefs that reflect our commitment to freedom within the traditional educational models? What are the practical approaches to teaching in a way that promotes freedom? How do educators build a sense of community in teaching spaces to promote good relations. 

Building a teaching community – Change is empowering, but also tiring. Students expect teachers to engage in standard practice and may resist ‘engaged’/liberatory pedagogies; teachers expect students to act in certain ways within the classroom and may challenge different ways of learning and ‘entertainment’/niche. How do we build a teaching community that supports change; how can educational leaders support the time [and respite] needed to engage in liberatory practice; how do we build a community of learners of which educators are a part? 

Language – how do we learn from speech, but also from silence? How do we disrupt the belief, for example, that standard English is the only language worth listening to? How do we use language as an act of freedom? 

Ecstasy - teaching and learning without limits – what are the necessary ingredients for growth and change within our teaching and learning spaces? 

Abstracts can be submitted for the following session types:

Oral presentation – Presentations are to be structured to include 15 minutes of presentation time, leaving 5 minutes for audience questions. Colleagues are asked to submit an abstract of up to 100 words outlining the focus of the presentation and potential benefits to participants of attending. Presentations should relate to one of the symposium themes (see above). 

Workshop – At least half of this 60-minute session should be used for participant-centred activities. Colleagues are asked to submit an abstract of up to 250 words, outlining the focus of the workshop,  activities to be included and participant  ‘takeaways’ (i.e. what participants will gain from attending the workshop). Workshops should relate to one of the symposium themes (see above). 

DIY – using either of the timings above, we invite participants to suggest a format of their choosing. (this is subject to discussion with the venue and requirements).

Reviewing criteria:

All submissions (both presentations and workshops) will be reviewed according to the following criteria: 

  • Relevance to colloquium focus and themes; 
  • Innovative ideas (including research literature); 
  • Reference to evidence-informed frameworks or principles for engaged pedagogies 

Deadline for submissions is 5 pm BST, 15 April 2024.

Submit your paper
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Who should attend?

The Colloquium will include a keynote session, guest provocations, participant-led workshops/presentations and a closing plenary. Drawing on research and/or evidence-informed practice, we anticipate the event will appeal to academic and professional service,  leaders with responsibility for staff and their development, the Staff Development community, and EDI professionals within higher education.

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Speakers

Lead Consultant, EDI
,
Advance HE
Dr Lindy-Ann Blaize Alfred
Dr Lindy-Ann Blaize Alfred is a Lead Consultant, EDI at Advance HE. A Senior Fellow, Lindy-Ann brings over three decades of experience in a range of education sectors both nationally and internationally.

Associate Professor in Education
,
University of Nottingham
Dr Manny Madriaga
Dr Manny Madriaga is Associate Professor in Education at the University of Nottingham. His research interest is aligned with inclusion in higher education, specifically related to disability and race.