School of Education

Culture, Literacies, Inclusion and Pedagogy

This RTG investigates the intersection between culture, literacies, inclusion and pedagogy, recognising the significant and growing diversity in our interconnected world.  CLIP engages with the questions this growing complexity poses for educational curriculum, pedagogy and assessment. Our expertise lies in the areas of intercultural education and the place of cultural identity, linguistic diversity and arts-based practices; literacies, including visual and digital literacies, as well as language-informed pedagogies; inclusion in education and wider society, especially for marginalised, vulnerable and disadvantaged groups; the development of effective and collaborative models of pedagogy, including high-quality assessment to support learning; children’s literature, including critical literary analysis and empirical study of its social use and English language education for speakers of other languages.

These areas come together in several main strands such as research and public engagement at national and international levels (Livingston, Phipps, Hayward) that have led to policy and practice impact and impact around migration (Phipps, Fassetta, Arizpe, McAdam, Moskal); peacebuilding (Phipps, Arizpe) and sustainable development (Perry) through culture and the arts and intercultural understanding (Fassetta, Moskal). CLIP makes a substantial contribution to the strand of work within the School of Education deriving from language education, and the use of the arts in awareness raising for refugee integration and migration.

Other key strands include addressing social inequalities (Gale, Maitra); developing and supporting teachers as learners (Livingston); curriculum development (Livingston and Doherty); teacher education (Livingston and C. Doherty) inclusion (Sutherland, Alves, Livingston); and national and international educational assessment policy and practice (Hayward, Spencer and MacBride); European policy and practice teacher education (­Livingston) and national policy in teacher education (C. Doherty and Livingston).