Academics, practitioners and policy makers interested in research and practice linked to issues of learner identity in education are invited to participate in an Edge Hill University event.

 

The Faculty of Education’s Centre for Learner Identity Studies is hosting its third annual conference on Thursday 7^th and Friday the 8^th July entitled Equity, Identity and Education, which will explore current theory, research and practice around these important issues.

 

Keynote speakers include: Professor Sally Power form Cardiff University, who will present a paper on Social Justice and Educational Research: Old Dilemmas and New Direction; and Professor Christine Skelton from the University of Birmingham will present on Gender Identities and High Achieving Girls and Boys.

 

related

AET Uses Online Tutoring To Support Disadvantaged Children

---

Tong High School Triumph At Rock Challenge

---

New Campaign Calls For A-Level Overhaul

---

Financial Solution To Help Education Sector Get Energy Efficient

---

Kier Builds Solid Foundation For Staff

---

My School In Focus: New Initiative For Secondary Schools Created For National Photography Month

---

Record Numbers Of Employers Queue Up To Meet Students At E-Skills UK's 10th ITMB Event

---

Tong Creates Global Citizens With International School Link Up

---

Education Facing Carbon Crisis

---

Students To Vote For Best Academic Teachers

 

share this page

International delegates will join researchers from the UK to discuss papers on a wide range of topics relating to educational identities, including aspects of teacher, learner and curricular identities across school and higher education sectors.

 

Proposals for individual papers, round table presentations and symposia are invited on all aspects of the construction of learner and teacher identities including curricular, institutional, transitional and virtual identities.

 

Arthur Chapman, Centre for Learner Identity Studies Co-ordinator, said: “Our 2011 conference theme focuses on the ways in which institutions, practices and identities interact and impact educational outcomes and experiences in inclusionary and exclusionary ways. Any learner’s motivation to learn, achieve and aspire to self-development is profoundly shaped by who they believe themselves to be and by processes that shape that self-perception. The conference will present a valuable opportunity for practitioners, researchers and policy makers to share insights and concerns around contemporary educational identities.”

 

For further information, please visit the website www.edgehill.ac.uk/clis or contact Arthur Chapman on educationresearch@edgehill.ac.uk.

 

The deadline for submissions is 31^st May.