Archives for the month of: May, 2013

This is to invite you to an evening of celebration we will be holding in the Faculty of Children & Learning to mark the achievement of doctoral graduates in the faculty. 

The event will take place on the evening of Thursday 6 June in Room 822, starting at 5.30pm.

 There will be light food, wine and soft drinks, and plenty of opportunity to socialise with staff and students in the faculty. 

As well as short introductions from faculty staff, the following doctoral graduates have so far agreed to the challenge of summing up their thesis and/or their time at the IOE in under five minutes (with no more than one power-point slide to accompany them): Dr Carol Charles, Dr Jamie Clarke, Dr Wendy Earle,  Dr Amanda Ince,  Dr John McCormack, Dr Sally Quilligan and Dr Adam Unwin

Please let Hazel Croft know if you would like to attend:


Tuesday 02 July 2013

Nunn Hall, IOE, 20 Bedford Way


Michael Apple, University of Wisconsin-Madison/IOE: Introduction to the day  



Carol Vincent & Claire Maxwell, IOE: Extending the ways we understand family practices – an intersectional approach to class, race and gender.

Carol Vincent and Claire Maxwell will review and explore family practices as they relate to sociability and processes of education from recent research projects they have been involved in.  The paper will start by reviewing the way government policies constitute notions of parenting and how values and morality in connection with the bringing up of children is associated with neoliberal ideas of choice and cultivation.  Then, drawing on data from a study of young women educated in private schools, Black middle class parenting strategies, and adult and child friendship across social class and ethnic difference, we consider how family practices, especially those relating to education, are variously shaped by class, race and gender.  Central to our work is to illuminate the rich variety of family practices, and consider further what connects but also what differentiates between families that are often ‘grouped’ together within policy.



Humera Iqbal, IOE: Multicultural Parenting: Preparation for Bias Ethnic-Racial Socialisation in British South Asian & White Families in the UK

This paper discusses qualitative findings from an in-depth cross-cultural study focusing on 90 British non-immigrant White, Indian and Pakistani families with children between 5-7 years old. The study aimed to understand mothers’ use of preparation for bias strategies in anticipation of their children experiencing discrimination or following racial incidents in highly multicultural environments. Preparation for bias represents one type of ethnic-racial socialisation; a broad construct which describes how parents transmit information, perspectives and values relating to race and ethnicity to their children in highly multicultural societies such as the United Kingdom.  Mothers were interviewed at home using a semi-structured interview. The study increases understanding on the mechanisms which influence child development in relation to intercultural relations between both ethnic minority and majority groups.

12.30 – 1.30pm: LUNCH



Alice Bradbury, IOE: ‘Model minorities’, moveable minorities and discourses of (in)authentic learning

This presentation will explore teachers’ use of discourses of authenticity in relation to minoritised students, and how this relates to ‘model minority’ status. The paper aims to examine the diversity of identity positions and minoritised groups that can be constituted as ‘model’ in different contexts. It is argued that in England there is ‘intelligible space’ for some students from the Afghan and Kosovan communities to be constituted as ‘model minorities’, alongside the Chinese and Indian communities usually identified with this term. The presentation will also examine how some communities can become ‘moveable minorities’, with high status positions being precarious and temporary and at constant risk of being dismissed as ‘inauthentic’, using data from two qualitative research projects in primary and secondary schools in England and a theoretical framework influenced by Critical Race Theory.



Stephen J. Ball and Antonio Olmedo, IOE: “Subjectivity as a site of struggle: resisting neoliberal education”

This paper builds on previous work in which we have drawn on Foucault’s ‘care of the self’ as a way of thinking about the ways in which teachers might ‘resist’ neoliberal education reforms. We take it that neoliberalism ‘works’, as a liberal mode of governing, on and through subjectivity and it makes sense then that subjectivity should be the terrain of struggle. Resisting the flows of neoliberalism is different from past struggles, it is about confronting oneself at the centre of our discomforts. We draw in part on a set of email exchanges with teachers who are seeking to ‘tell truths’ and make themselves open to transformation.


3.30 – 4.30pm

Plenary Discussion: Sociologies of Education – Where next …?

Discussants:     Michael Apple, University of Wisconsin, Visiting Professor IOE

Louise Archer, King’s College London


4.30pm onwards

Book launch and drinks

By way of closing the day, we will be celebrating the publication of a number of new books by colleagues in the sociology section:

  • Alice Bradbury (2013) Understanding Early Years Inequality: Policy, Assessment and Young Children’s Identities, Routledge.
  • Rebecca Coleman & Jessica Ringrose (2013) Deleuze and Research Methodologies, Edinburgh University Press.
  • Stephen J. Ball (2013) The Education Debate (Second Edition), The Policy Press.
  • Michael Apple (2013) Can Education Change Society?, Routledge.

Dr. Lucy Durán, School of African and Oriental Studies (SOAS), Music Department, University of London

Thursday 6th June

1.00 – 2.00

Room: 944

Further details from Lucy Green,

All are welcome

This paper will present some key findings about childhood music learning from her film Da kali, the pledge to the art of the griot, filmed on location in Mali between 2009-12, illustrating her talk with a selection of excerpts featuring children in four celebrated griot families learning song, dance, kora and jembe.
With the high international profile of Malian musicians, it is tempting to think that griots (hereditary musical artisans, or jelis as they call themselves) and their music are thriving. By exploring how, what, and when young children of jeli families learn to perform the music and dance of their heritage, the film Da Kali constitutes unprecedented research on how children in Mali ‘grow into music’, and suggests a more nuanced view of the current state of play with Malian music (just before events in 2012). Despite the commitment of elder jelis to the transmission of their art to the new generation, the reality is that they are competing with many other factors, such as globalised youth culture, the media, old social prejudices about the artisans, and the lack of institutional support for their music, threatening the future of this ancient art form.
The film is officially being launched as part of the AHRC Beyond Text Growing into Music project on June 7, 2013, at SOAS.

Lucy Durán is a university lecturer specialising in West African music, and is based in the Music Department of the School of Oriental and African Studies, University of London. She has published widely on Mali’s star women singers, and on the kora. She is also a broadcaster (she has been the regular presenter of BBC Radio 3’s leading world music programme World Routes since it began in 2000).
Durán has a long professional involvement with the music industry, and has been at the forefront of the promotion and dissemination of Malian music for the past 20 years. She is also a music producer, and has produced many Malian artists including Grammy award-winning kora player Toumani Diabate, and the highly acclaimed Malian ngoni player Bassekou Kouyate.
Having devoted much of her professional life to balancing her broadcasting, recording, and academic work, Durán argues for the need to forge better links and understanding between the media and academia. She is committed to the promotion, production and dissemination of Malian music, and to finding ways of creating a contemporary voice for Malian artists working within their own traditions. Her work as Principal Investigator of the AHRC funded project Growing into Music has sparked off a special interest in oral transmission of music across generations.