SPEAKER: Dr Simon Hoffman, Swansea University Wales has adopted a distinctive approach to children's rights, including creative use of devolved competence to incorporate the UNCRC into law and policy-making processes through the introduction of the Rights of Children and Young Persons (Wales) Measure 2011. Dr Simon Hoffman will explain how the Measure operates. He will discuss why Wales chose to adopt a particular legal mechanism to achieve incorporation having regard to the political, legal and judicial context. Dr Hoffman will reflect on some of the difficulties encountered in seeking to translate political will (i.e. to give effect to children's rights in Wales), into legal obligation, and will discuss the most significant issues for implementation that have arisen in the two years since the Measure was introduced.
Simon Hoffman began his career in 1985 working for NGOs as a rights advocate. After practicing at the Bar from 1997-2006 (civil law and public law) he joined Swansea University, College of Law, to teach human rights and children's rights, and to carry out research. His principal research interests are: implementation of human rights obligations through law and policy, especially at devolved or sub-state level; and, integration of rights into policy processes at local authority level. In 2012 he set up the Wales Observatory on Human Rights of Children and Young People (together with his fellow Co-director, Jane Williams). The Observatory engages directly with the Welsh Government, the public sector and the NGO sector to support child rights implementation in Wales, but also contributes to child rights based approaches to public policy internationally. Simon has been invited to present his research, and to speak about what is taking place in Wales on children's rights, at conferences in jurisdictions including France, Ireland, Spain, Norway, Argentina, the Czech Republic and the United Kingdom. He has acted as an expert witness to the Children and Young People Committee of the National Assembly for Wales, and has provided advice to the Wales Monitoring Group on the UNCRC, as well as to theChildren’s Commissioner for Wales.
An event to mark Carol's flexible retirement organised by the School of Psychology.
In the lecture, Carol will give an account of the research origins and impact of the work she has been doing on Teaching Thinking in Schools in Northern Ireland and elsewhere.
The School of Education welcomes its early career researchers to attend a two-day writing retreat 27-28th May. This will be an opportunity for those of us at the early stages of our career to take some focused time away from our desks to simply work on a piece of writing for publication. Places are limited, so please register your interest with Jan Speer, email@example.com, early by completing the registration form attached.
The two Day course is from 9.30 - 4.30 each day. The aim of this writing retreat is to provide an intensive dedicated space and time for early career researchers to focus on writing for publication to develop their publication profile. The rationale is based on evidence that people can derive enormous benefit from a supportive, intensive writing environment, where the normal distractions of work (eg email, phones) and life are temporarily removed. The retreat will be facilitated by Professor Ruth Leitch, Director of Research whose aim will be to initiate quickly a safe space for intensive writing and a community of practice based on collaborative dialogue and supportive peer review that will lead to satisfying concrete outcomes. To make the writing retreat worthwhile, writer-researchers are expected to come prepared for two days of intensive writing with specific goals. Applicants are invited to target a piece of writing they want to start, progress or complete. This may be a chapter from your PhD to be revised for an article, or a paper that has been waiting to be written up, or a research grant or a book proposal. The goals may vary form person to person but applicants are asked to identify in advance what they intend to work on in order to use the time effectively and keep focused during the retreat. All applications will be reviewed so please complete this form and return to Jan Speer, firstname.lastname@example.org, by Wednesday, 30th April 2014. Please discuss the application with your line manager if appropriate. Please bring all the materials you will need (including laptop), and engage in any necessary preparatory work (eg data, important articles, key references, target journal guidelines) as the intention is to use the time for writing rather than researching.
Doctoral students in the School of Education continue to generate activities and events that show clear leadership within the doctoral community of education scholars in Ireland and which support their own personal training and development. Their flagship event is the Annual Doctoral Conference in Education where they build on the excellent experience of previous conferences, in collaboration with University College Dublin, as well as sustain and lead a vibrant and growing doctoral network of students across the island of Ireland. This year’s conference is a one day event, on 30 May, supported by the School of Education’s Doctoral Research Centre and the Queen’s University Postgraduate Office. The theme is Participating, Inspiring and Discovering in the World of Educational Research. Hosted at Queen’s University, the conference aims to provide all educational doctoral research students with opportunities to present ongoing research and develop formal presentation skills, engage in networking and debate to inspire new thinking among peers, as well as broaden knowledge in the education field as a whole. The conference will consist of lectures, workshops, networking opportunities and a poster session. The keynote address will be given by Dr Anne Looney, Chief Executive of the National Council for Curriculum and Assessment, Ireland, who is known for her continuing strong support of education doctoral students throughout Ireland.
For more conference information contact Dayna Jost email@example.com
Arts-practice research and arts-based research are rising in prominence in doctoral studies and research inquiries across various disciplines in the arts, humanities and social sciences (AHSS). Whilst for some there is an accelerating recognition that artistic and creative practice is a form of research exploring new ways of understanding the relationship between ‘knowing’ and ‘doing’; for others, old prejudices persist about arts-practice as a means to knowledge production. This seminar intends to take stock of where we are in AHSS and to debate what we variously understand by a range of hyphenated-compound terms such as ‘arts-practice research’, ‘practice-based’ or ‘practice-led research’, ‘arts-based practice’ and ‘research-led practice’ across disciplines; moving on to the key debate on how we view and assess art-practice research. We intend to showcase a few case illustrations/ presentations of arts-practice research and refer to contemporary debates on what criteria are to be brought to bear to evaluate ‘arts-practice research’ from various standpoints eg doctoral assessment, peer-review, institutional responses, funders' perspectives, This inaugural seminar is likely to be quite wide-ranging but the hope is that if this seminar is found to beneficial, it will lead to a collaborative bid for a fuller seminar series and which will engage wider audiences and debate the issues in more depth. The audience will include doctoral students, researchers and academics and artists from inside and outside Queen’s.
GUEST SPEAKER: Dr Sabina Cehajic-Clancy
As a social psychologist I have been examining processes pertinent for understanding and facilitating intergroup reconciliation in Bosnia and Herzegovina since 2004. More specifically, I have been looking at processes of acknowledgment of responsibility, intergroup forgiveness, collective emotions and recently also at what effects apology and reparation offer as well as intergroup contact. My methodological approach ranges from qualitative to experimental using various strategies including films. In this talk I would like to present my major findings and share my insights into how to restore damaged intergroup relations in post-conflict societies. My talk will consist of three parts. In the first part, I will talk about how people deal with the knowledge that members of their group have committed grave atrocities against others. More specifically, I will accentuate the importance of acknowledgment and acceptance of responsibility and which factors might facilitate this rare psychological phenomenon. Then I will proceed to talk about group-based emotions of guilt and shame and their role for intergroup reconciliation. I will present findings on implications of guilt and shame as felt by perpetrator group members as well as their effects on victim group members. Finally, I will talk about the importance of intergroup contact and ways to facilitate its positive effects on intergroup relations in post-conflict settings. Flyer
The Centre for Effective Education at Queens University Belfast is hosting the Campbell Collaboration Colloquium 2014."Better Evidence for a Better World", June 16-19, 2014 Details of the event, registration and the programme can be found at
This is a joint event hosted by the Children's Wellbeing and Quality of Life Special Interest Group with the Centre for Children's Rights. The event is to last all day; Further information and programme to be announced. SPEAKERS: Professor Ferran Cassas, University Of Girona and Professor Helen Stalford, European Children's Rights Unit, University of Liverpool
Employment of adults with disabilities is a topic of great interest and importance today. Our discussion will focus on strategies, research and best practices that can assure that adults with disabilities have the skills and opportunity to compete in the local and global economy and in the 21st century workplace. Too often, adults with disabilities face significant challenges in accessing and maintaining employment opportunities that maximize their skills, talents and abilities. For many, low expectations, under-employment and limited access to meaningful careers have been the reality. For others, adult onset of disability has meant the untimely shortening or termination of a career.Promising strategies that involve business, education and the disability community abound. There is a growing body of research and development of evidence-based practices in the field of employment of youth and adults with disabilities. Disability employment policy can and should be viewed in the context of the local and global economy. As importantly, we can learn to tell a better story - from the perspective of the adult with a disability, from the perspective of employers and from the perspective of the community that benefits.
Lynnae Ruttledge has committed her career to disability-related public policy and program development with a focus on employment of adults with disabilities. In her work in the fields of education, independent living, vocational rehabilitation and international exchange, Lynnae has provided effective leadership for collaborative partnerships with educators, researchers, advocates, business, community-based organizations and governmental agencies. Lynnae currently serves as a Presidential appointee to the National Council on Disability, an independent federal agency that advises the President, Congress and other federal agencies on disability policy. In addition, she serves as a disability policy advisor to DOCTRID (Daughters of Charity, Technology Research into Disability) and Michigan State University. In 2013, Lynnae also served as a Presidential appointee to the fifteen member US Senate Commission on Long Term Care. Lynnae provided national leadership to the public vocational rehabilitation program as Commissioner of the Rehabilitation Services Administration with the US Department of Education from 2010 - 2012. Throughout her extensive public service career, Lynnae has held policy development and executive level leadership positions at the local, state and national levels. Committed to international disability rights advocacy, Lynnae is a strong supporter of the UN Convention on the Rights of Persons with Disabilities. She has been affiliated with Mobility International USA, a US-based disability rights NGO, since 1988 and has served as a citizen diplomat in educational exchanges in South America, Africa, Asia, the Middle East, Australia/New Zealand, Russia and Europe. Lynnae and her husband (an Irish citizen) make their home in the state of Washington in the Pacific Northwest.
The notions of authority in education has become an increasingly negative concept, regarded by some as championed only by the rigid traditionalists and those who cling on to outdated educational theory and philosophy. 'Authority and the Teacher', seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the vice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, William Kitchen underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking. Programme: Arrival and Registration (1:45pm): Introduction (2:00pm): TBC
Lecture 1 (2:15pm – 3:00pm): William H. Kitchen, “Authority and the Teacher”
Lecture 2 (3:00pm – 3:30pm): Mr Michael Johnston and Mrs Mairead Buick, “A practitioner’s perspective”
Break (3:30pm – 4:00pm)
Lecture 3 (4:00pm – 4:30pm): Mr Robert McCartney QC, “The death of the progressive, constructivist curriculum in Northern Ireland”
Keynote Lecture (4:30pm – 5:15pm): Professor Frank Furedi, “Sociological and Historical Authority”
Conclusions and Summary (5:15pm – 5:30pm): William H. Kitchen
Discussion and Questions (5:30pm – 5:40pm)