天美传媒

Colloquium 17 June 2020, 天美传媒

The 天美传媒 is hosting a one-day colloquium, jointly funded by the British Academy and the Philosophy of Education Society of Great Britain, to explore therapeutic philosophical traditions in light of educational issues, and in response to calls by policy makers that schools should be teaching about mental health. Philosophers, psychoanalysts and education researchers will bring their experience and expertise to the conversation. There will be a special focus on Wittgenstein and Stanley Cavell.

Speakers: Josh Cohen (Goldsmiths), Richard Gipps (Oxford), Joanna Moncrieff (UCL), Adrian Skilbeck (IOE/Winchester), Paul Standish (IOE), Emma Williams (Warwick), and 鈥榠n conversation鈥� with Adam Phillips (psychoanalyst and writer).

 Register on (use the password 鈥榯herapy鈥�) or sign up here.

Spaces are limited, so early registration is encouraged.

There is no fee for attending the colloquium. Lunch will be provided.

Organised by Emma Williams, Centre for Education Studies, 天美传媒.

The Student Poster Conference on Wednesday was a great day both for our students and our staff. Thank you to everyone for making the day what it was, especially our students.

please see #frmposterconference with more photos soon

Michael Wyness and Mon Partovi have had their article published online in Educational Review.

The paper provides analysis of findings from research on 鈥減upil voice鈥� collected from 88 Iranian pupils within five primary classrooms. No previous research has been carried out in Iran on 鈥減upil voice鈥� emphasising children鈥檚 right to a say about different matters in their school lives. Two methods of data collection were applied: a) participant observation where the observer facilitated workshops within each classroom enabling children to reflect on issues that matter to them; b) individual interviews with pupils, teachers and headteachers aimed at gathering information regarding school participants鈥� insights into their experiences in schools, including the role of teachers, school regulations and pupil voice activities. Our data reports on the preoccupation teachers and children had with our workshop as an alternative pedagogic form in their schools. While both pupils and teachers saw the advantages of a participatory approach to classroom interactions, national, educational and pedagogic cultural factors provided substantial challenges.