BERA UK Podcast

This podcast is the sixth and final instalment in the series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG, is in conversation with Dr Kathryn Spicksley. They discuss corpus assisted discourse analysis, an approach which uses computer programmes to explore patterns of grammar and vocabulary in selected text or corpora. They discuss its main element, discourse analysis, including its more critical type, and compare with other ways of interrogating text such as thematic analysis. Dr Spicksley recommends Hansun Zhang Waring’s book ‘Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them’ as a helpful introduction to discourse analysis, as well as Norman Fairclough (Discourse and social change) and James Paul Gee (An introduction to discourse analysis) for useful frameworks on discourse analysis. In her article, ‘The very best generation of teachers ever’: teachers in post-2010 ministerial speeches, Dr Spicksley applies corpus assisted discourse analysis to government speeches in the UK.

This podcast is the fifth in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Dr Rebecca Jesson and Dr Mei Kuin Lai. They discuss the learning schools approach, an approach where researchers and practitioners work in partnership to co-design rigorous research and development to sustainably solve urgent and shared problems of practice.

They discuss the main tenets of the approach, their work with schools and communities in the Pacific Islands, how the approach counters the global learning crisis, and some challenges of the approach. You may read more about the learning schools approach in their book, Research-practice Partnerships for School Improvement: The Learning Schools Model. You may also read more about their work with indigenous communities in the Pacific Islands here.

This podcast is the fourth in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Louise Haxwell and Dr Julie Ovington. They discuss posthumanist methodologies, a way of transcending anthropocentric ways of doing research to consider how humans exist in relation to and in connection with non-humans, materialities, and human feelings, emotions, etc. They reflect on the possibilities of using these methodologies, including how it is an approach which does not leave the researcher unchanged, and the challenges they’ve encountered. They also offer some suggestions for those who seek to explore the approach in their work. Julie and Louise are part of the Bag Ladies collective, and have collectively written on posthumanist methodologies, including a chapter in the Routledge Encyclopedia of Research Methods. The Bag Ladies share their thoughts-feelings-doings on their website here.

Julie and Louise would also like to give special thanks to Katie Strom, Nikki Fairchild and Carol Taylor, amongst many others, for continuously informing their thinking.

This podcast is the first in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Dr Martin Johnson, Senior researcher at Cambridge University Press & Assessment. They speak about his use of the solicited diary method within the context of a multi-method study on teacher wellbeing during COVID-19. They discuss what solicited diaries are, their linkages with teacher wellbeing, how they were used in the study, as well as some of their challenges. To read more about the study, please click here. 

This podcast is the third in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Claire Hedges and Tom Power, Co-Investigator and Principal Investigator respectively, of the Mobile Learning for Empowerment of Marginalised Mathematics Educators research project in Bangladesh, also known as 3M Power. 3M Power project is a large-scale EdTech Hub-funded research project on technology enhanced teacher education for marginalised mathematics educators. They discuss an innovative approach to the evaluation of the project, Participatory Ethnographic Evaluation Research or PEER. They highlight the approach’s similarities with and difference from ethnography, what makes it participatory, and the opportunities and challenges the approach offers.

This podcast is the second in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by researchers in education. In this episode, Dr Bukola Oyinloye, co-convenor of the RME SIG is in conversation with Dr Elke Van dermijnsbrugge, Lecturer-Researcher in International Teacher Education at NHL Stenden University of Applied Sciences, the Netherlands. They speak about punk ethnography, including what it is not, its philosophical assumptions and anarchist principles, the methods that can be employed, and how it can be analysed. They also discuss its challenges and Dr Elke provides some suggestions for those who might be interested in adopting the approach. Dr Elke writes and curates the Punk Ethnography website. You may also read more about her work on punk ethnography in the book 'Punk Pedagogies in Practice: Disruptions and Connections'.

In this episode John Parkin, Mabel Encinas and Saima Salehjee chat to Heidi Safia Mirza, IOE, UCL’s Faculty of Education & Society.
Heidi Mirza achieved prominence with the publication of "Young, female and black" (1992) and later became one of the UK’s first Black female professors. In this BERA podcast, Heidi explains intersectionality and what inspired her to research race,
gender and identity.

This episode of the BERA Podcast explores the role of contemporary music style and practice in promoting inclusivity in music education. Adam Hart is joined by Pete Dale and Pam Burnard, convenors of the AHRC Contemporary Urban Music for Inclusion Network (CUMIN), and Haleemah X, PhD student exploring identity as a Muslim female rap artist. The discussion includes how contemporary music practices can lead to a more inclusive creative education, how the curriculum might accommodate this, and the influence of contemporary music on practice-based research in higher education.

On this week's episode  Nick Johnston the Chief Executive  introduces some of the best moments from season 4 of the podcast. This episode contains clips of all the interviewees throughout the season.

Dr Miro Griffiths is a Leverhulme Research Fellow in Disability Studies, in the School of Sociology and Social Policy, at the University of Leeds. His research primarily explores disabled people’s resistance practices in challenging marginalisation and oppression, and the intersections between activism and policy-making. He is a respected adviser on disability policy to the UK Government, UK Equality and Human Rights Commission, Liverpool City Region Metro Mayor, European Commission, and various Civil Society Organisations across Europe.

In today's episode Miro discusses Disability Activism with Nick Johnson the Chief Executive of BERA. The discussion focuses on how to get young people involved in disability activism and Miro's experience as a person with a disability.