We launch our PGR events programme for 2013-14 with an event to welcome , and welcome back, all new and continuing doctoral students and supervisors to the Faculty of Children & Learning
A panel of speakers, including current doctoral students, will be addressing the theme ‘The Impact of Doctoral Research’. There will also be plenty of time for socialising, and light refreshments and wine will be provided.

Thursday 24 October
5.30 – 7pm
Clarke Hall
20 Bedford Way

Please let Hazel Croft know if you plan to attend: h.croft@ioe.ac.uk


Wednesday July 10th at 5.00pm in Room 944.
Please do join us for the final History SIG of the year at the IOE.

Four London-based history teachers will be sharing the findings of research and development work that they have carried out in their own schools as the final stage of the MA Education (History) programme. Two of the presentations are extremely practical – focused on developing students’ capacity to construct written explanations and on encouraging them to adopt a more independent approach to historical enquiry. Two look more closely at the sense that students’ make of the history curriculum – what they think history is for and how they use it. The findings themselves are extremely interesting and there is much to learn from them, but we also hope that the session will give an insight into Master’s level research for anyone thinking about enrolling and an idea of what is involved in the dissertation for anyone now preparing to undertake their final research-based module.

Further details about the four presentations are given below and on the attached information sheet.
If you could RSVP to me at k.burn@ioe.ac.uk that helps in providing appropriate quantities of refreshments.

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: h.croft@ioe.ac.uk

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, l.green2@ioe.ac.uk

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.

Music Education Special Interest Group

Research Seminar Announcement

Dr Jon Helge Sætre, Associate Professor in Music Education, Faculty of Education and International Studies, Oslo University College, Norway


Date: Tuesday 14th May 2013


Time: 12.45 – 1.45


Room: 944


Further details from Lucy Green, l.green2@ioe.ac.uk


All are welcome


The aim of the research reported in this presentation is to understand how general teacher education (GTE) music course work is thought to prepare student teachers to teach music in compulsory schooling in Norway.  Since this presumably is done in different ways, I also aim to describe how music is contextualised in GTE and how it is regulated by forces from outside.  The project focuses on the dominant teacher education model in Norway, the four-year, integrated bachelor programmes educating generalist teachers.  Most teachers in the compulsory Norwegian Grunnskole (for ages 6 to 16) come from these programmes.

Theoretically, GTE is seen as a social and discursive field, in which both agents and structures play vital parts (Bourdieu, 1984, 1990; Bernstein, 2000).  A second theoretical perspective is the distinction between two main bodies of educational content in teacher education: a) content focusing on the subject matter in itself, and b) content focusing on how to make the subject matter meaningful and understandable to others (Shulman, 1986, 1987; Klafki, 1956/2000; Alexander, 2001).

The main research methods are a survey sent to music teacher educators, and a series of qualitative interviews, both asking about the content of the music classes.  The presentation will present and discuss findings from the first analyses of the data.


Jon Helge Sætre is Associate Professor in Music Education, Faculty of Education and International Studies, Oslo University College.  He is currently holding a position as research fellow at the Norwegian Academy of Music.  In 2008 Sætre completed a professional doctorate programme at the Centre of Educational Research and Development, Oslo University College.  His teaching experience includes music in primary and secondary school and music teacher education, and he is also a performing pianist with several recordings of contemporary chamber music.  Sætre is co-editor of the book General music education – perspectives on practice (2010), co-author of Handbook on assessment in music in secondary school (2009, Oslo Municipality, Department of Education), and author of research articles on topics like composing in general music and assessment in music.


The next history education SIG will be held on Wednesday 20th March from 5.30 – 7.00pm in Room 736.

Refreshments will be available from 5.00pm. All welcome!

Email k.burn@ioe.ac.uk  if you’re able to join us.


Title: Making sense of historical causation: students’ ideas about why things happen and the teacher’s attempt to make sense of those ideas


Speaker: Jo-Yun Huang, Doctoral student in history education, IOE


As E.H. Carr famously claimed, ‘the study of history is a study of causes’. Yet the process of explanation – or, more rigorously, the process of developing a causal argument – is a challenge for many students.


This study of students’ difficulties is based in an unusual context – an exploratory series of history lessons with 14-year old students in Taiwan, in which they were being introduced for the first time to an approach to history education that treats historical causation as a process of argument about the nature of the relationship between events in the past rather than a series of fixed claims to be learned. Drawing on the work that the students produced, videos of the lessons and regular feedback from questionnaires and interviews, this seminar focuses specifically on the difficulties that they encountered and the ways in which both they and the teacher (as an action researcher) responded to the problems that they perceived.


While the study highlights interesting comparisons between learning in different contexts, it also raises important questions about how a teacher acting as a researcher interprets students’ ideas:  how they negotiate the tension between evaluating students’ expressions in relation to their predefined objectives and seeking to understand how they have arisen and what they actually mean to the student.



In this session four experienced doctoral examiners will provide an inside view of the PhD and EdD doctoral Viva. They will offer their personal insights into what they look for both in reading the thesis and in the oral examination. There will also be a chance for you to ask any questions

Date: Tuesday 12 March

Time: 12.30 – 14.00

Location: Room 828, Bedford Way

Please let Hazel Croft know if you are planning to attend: h.croft@ioe.ac.uk



In this session, a selection of upgrade examiners and a recently successful
student will give advice and tips on what to expect from your upgrade, and how to be prepared.

Date: Thursday 28 February

Time: 17.00 – 18.30

Location: Room 802, Bedford Way

Please let Hazel Croft h.croft@ioe.ac.uk know if you are planning to attend

Music, the Self, and Education in the “Looking Glass”:  Making the Case for a Social Theory of Music Education from the Ground Up 

Dr Hildegard Froehlich, Professor emeritus, College of Music, University of North Texas, Denton Texas, USA

Thursday 18th April, 2013


Room 944

Further details from Lucy Green, l.green2@ioe.ac.uk


All are welcome!


Internationally, nationally, and—certainly in the United States— regionally, music education is a field of diverse occupational practices, conventions, speciality areas, work settings, and corresponding expectations for professional conduct and values. School music is but one of those many conventions, informed in a variety of ways by prevailing social, educational, musical, and cultural norms. To provide music educators anywhere with a common bond and purpose that spans across norms, work settings and geographic locales, a rationale, a raison d’être, for the profession at large would serve the purpose of articulating what in the medical profession is known as the Hippocratic Oath. It is a commitment to “doing no harm” amidst the myriad of medical decisions a physician has to make daily; whether as a highly specialized surgeon, internist, researcher, or generalist. In a diversity of practices, the oath remains the same for everyone.


My lecture-discussion proposes a similarly guiding principle for music education derived from the theory of social interactionism. Central to the theory is the metaphor of “looking glass self,” a term coined by the American sociologist Charles Horton Cooley more than 100 years ago. The metaphor stands for the idea that self-image and identity are constructed in an individual’s interaction with the world as represented by the groups of individuals with whom she comes into contact. The interpretation of the world at large reflects the experiences with those individual interactions.


Social interactionism explains and accounts for any divergent aesthetic and social practices, conducts, and values among social and reference groups, private and public special interest groups, and communities of practice. It explains diversity but also finds commonalities in differences, thereby providing the theoretical basis for  music educators anywhere to share and subscribe to one guiding code: To affirm and make possible music learning as a right for all human beings of all races and ages, at all levels and forms of education. Consequences for political action and appropriate pedagogies are outlined and discussed.



Hildegard Froehlich, Professor emeritus, College of Music, University of North Texas, continues to be professionally active as author, consultant, teacher, and speaker on issues concerning the application of sociological constructs to the learning and teaching of music at the collegiate level. Her latest books are Sociology for Music Teachers. Perspectives for Practice (Pearson Prentice-Hall 2007) and (with C. Frierson-Campbell) Inquiry in Music Education. Concepts and Methods for the Beginning Researcher (Routledge 2013).  She has been the keynote speaker at international and national conferences in music education and has served as president of the Research Alliance of Institutions for Music Education, an international organization whose members join by invitation.  She continues to be active musically in her community by singing with the Denton Bach Chorus of the Denton Bach Society (an organization she co-founded in 1976). She also loves to dance (be it Ballroom, Swing, or Country & Western).