I am a performer and PhD researcher with the University of Nottingham and University of Birmingham. My research seeks to investigate what performance and play does in refugee camp settings. The research is in collaboration with The Flying Seagull Project (FSP), a charity which specialises in providing play sessions and circus/clown performances for children in marginalised communities. I will be conducting ethnographic research with the FSP in refugee camps and temporary settlements in Lebanon and Greece. Although based in the School of Education, my research is very much interdisciplinary, drawing influence from education studies, art and theatre studies, refugee and migration studies, and childhood and youth studies. I approach my research as both performer and researcher, placing play and performance at the heart of my methodology. My observations come from on and off the stage, from within play sessions and outside of them, theatre will be used as a self-reflexive method, and I am adopting a researcher clown character to host art-based discussion groups with children. The research ultimately seeks to explore the question; what does play and performance do here?
Fatma Poyraz Ciddi
My PhD work explores creating and sharing of multimodal family narratives in multicultural early years classrooms. It aims to discover if a sustained strategy of inviting parents and their children into the classroom environment to share multimodal family narratives will provide rich opportunities for literacy learning in ways that reflect the changing literacy landscape and disrupt deficit discourses about multicultural and economically disadvantaged families and enable a democratic, diverse and culturally responsive pedagogy.
Zubeyde taught as a preschool teacher in Turkey for about eight years. Her PhD research is a multi-sited case study which aims to explore the relationship between school policy, teacher beliefs and practice, regarding outdoor play in early childhood education in England. Within this research, she seeks to understand how beliefs emerged, how they are supported, and how play cultures and policies interact in a dynamic and formative way in early childhood education settings.
Cassie Kill coordinates postgraduate activities in CRACL. Her research is in partnership with Nottingham Contemporary: it is a collaborative ethnography of the gallery’s learning programmes which examines the ongoing relationships at play with young people, artists and teachers and the learning opportunities these afford. Cassie has over a decade of experience in gallery education and community arts and has provided consultancy for youth arts development to organisations across the North of England You can contact her at Cassandra.Kill1@nottingham.ac.uk or on Twitter @cassiekill
My interdisciplinary PhD research explores answers to the following question: what makes writing academic? Taking as my cue the claim that ‘what is seen as academic writing is contestable and always emergent’ (Arlene Archer and Esther Breuer, 2016), I have provided some evidence to suggest that this may be the case. My answers to the question have drawn on writing research that foregrounds writing as a varied and mobile social practice (Theresa Lillis, 2013) and on the philosophies of social science (Keith Sawyer, 2001) and of mind (David Chalmers, 2006), which propose theories of emergence to explain how novelty can arise from seemingly unrelated constituents. This opens up possibilities for more diverse, creative, unpredictable and inclusive ways of writing academically.
Louisa is a curator who works with children in art museums. Her PhD research, run in partnership with the learning teams at Tate and the Whitworth Art Gallery, is investigating the construction of art museum pedagogic practice that connects with children’s learning processes. Louisa also runs Art Play Children Learning – a blog that supports artists and educators to produce children’s creative learning environments.
My experience as a classroom practitioner, working across the primary and secondary phases, led me to observe a growing reluctance among children to read, notably books. My PhD research focusses on primary aged readers who, having mastered basic decoding skills, are expanding their abilities to comprehend texts. I explore how these children talk about texts with peers within formal and informal school-based settings. I also explore the various policies around reading and how these impact children’s reading experiences.