Dates for your diary! Arts based methods sessions

Dates for your diary! Our programme of arts based methods sessions this semester will be as follows:

Monday 2nd Oct, 4-5pm, Drama Studio, Brooks Building 

In the Teaching Spaces we Inhabit

Becky Patterson and Alison Ramsay

 

Weds 22nd Nov, 3-4pm

Tuning in to Loneliness

Janet Batsleer and James Duggan

 

Mon 4th Dec, 4-5pm 

Image and Word on the Street; using images and words reflexively to explore street-connectedness

Andrew Stevenson

 

Mon 22nd Jan, 4-5pm 

Walking as propositions for research-creation

Sarah Truman

 

For more information visit our Arts Based Methods website.

Graphic Lives: telling Bangladeshi migrant women’s stories through graphic narratives

This joint project between MMU and Hyde Community Action sees women from the British Bangladeshi community in Hyde (Greater Manchester) exploring their own life stories and the historical narratives of their communities through workshops on life history, cross-cultural storytelling and digital skills, as well as visits to Manchester Museum, the Whitworth Art Gallery and MMU Special Collections to engage with collections. The women will use a simple online comics creation tool to communicate their own multimedia story using photographs; drawings; and text and sound in any language.

To share the comics more widely, we are organising a celebration event for the local community and showcasing the project at local and national events and festivals including Oldham Libraries; Rochdale Literature and Ideas Festival; and the Lakes International Comic Art Festival. We will also be running sessions in local schools and a workshop for teaching/social work students in autumn 2017. One of the project outputs will be a resource pack to encourage and support other organisations wishing to undertake similar activities.

Graphic lives: telling Bangladeshi migrant women’s stories through graphic narratives has been supported by a grant from the Heritage Lottery Fund. Thanks to National Lottery players, we have been able to widen representations of migrant heritage in order to raise awareness; change attitudes and behaviours; and ultimately, improve understanding and cohesion.

Read the comics created by the women:

Download (PDF, 9.08MB)

Download (PDF, 5.44MB)

Download (PDF, 11.04MB)

Download (PDF, 7.69MB)

Download (PDF, 7.23MB)

Download (PDF, 14.62MB)

The comics are also available at: https://issuu.com/happinessdragon

You can see more of the project activities in this booklet:

Download (PDF, 6.17MB)

If you would like to try making comics for yourself, this pack has instructions for all the activities we did:

Download (PDF, 3.43MB)

Below is a list of the events we’ll be at over the next few months. Do come along if you can – and please share with other people/networks you think would be interested.

Event Date Location
Oldham Libraries workshop Saturday 30th September, 10.30-12.00 Oldham Central Library: http://www.oldham-council.co.uk/libevent/events/view/united-kingdom/oldham/oldham-library/graphic-lives-telling-life-stories-through-comics free, but please book a place
Lakes Comics Festival Saturday 14th & Sunday 15th October Kendal Clock Tower: https://www.comicartfestival.com/
Rochdale Literature & Ideas Festival workshop Saturday 21st October, 11.00-3.00 4 workshops at Karvan travelling caravan: http://rochdaleliteraturefestival.co.uk/whats-on/emma-dawson-varughese-karvan/
Workshop and display @ MMU  Wednesday 15th November Workshop:  Special Collections, 11-00-12.30 (free, but please pre-book):https://www.eventbrite.co.uk/e/graphic-lives-telling-life-stories-through-comics-tickets-37251256511

Display: All Saints Campus, room TBC, 12.45-2.00

Celebration event at Hyde Town Hall Saturday 25th Nov, 12-00-3.00 Please email s.mcnicol@mmu.ac.uk  if you would like an invitation

Sarah McNicol

Digital comics and stories of heritage, lives and experiences

Over the past 6 months, I’ve been working with British Bangladeshi women from Hyde Community Action in Tameside on a Heritage Lottery funded project to make digital comics telling the stories of their heritage, lives and experiences. We’ve been doing a wide range of activities including: planning stories using pinboards; visiting museums and galleries; developing digital skills; and discovering how to tell stories using words and pictures. You can see more of the activities here.

 

Every member of the group is creating her own comics using an app called Book Creator. The comics will be finished by early autumn when we start the dissemination phase. This includes workshops in schools, libraries and at MMU; stalls at comics and literature festivals; and a celebration event at Hyde Town Hall.

In our last session before the school holidays, I asked the women about their experiences of the project so far. These are some of the things they said:

I’ve enjoyed telling my story. It’s helped me to remember my background and given me an opportunity to talk about the past.

I learnt how to use comics tools and how to express myself using pictures and writing to make a story.

I was able to express myself about personal issues.

I feel like I’m a writer now!

If you want to know more about the project, or about the events we’re running in the autumn, please email s.mcnicol@mmu.ac.uk

Sarah McNicol

Final exam results are becoming less valid – Prof. Harry Torrance

There are good reasons, rooted in traditional assessment concerns for validity and reliability, to involve teachers in setting and marking national test work in their own schools (coursework, project work and so forth).

Validity demands that the pursuit of broader curriculum goals such as analysing data, applying knowledge and developing practical skills be underpinned by broader methods of assessment. These wider skills and abilities cannot be tested by written final papers alone. For example, final papers can test knowledge of how to conduct an experiment, but not the actual practical skills involved or the collecting and recording of data over time.

Equally, reliability demands that these and other skills and abilities should not simply be measured by a one-off test, but assessed on several occasions over a longer period: the larger the sample of assessed work, undertaken under a variety of conditions, the more reliable the result is likely to be.

Now, however, history, experience and good educational practice are being set aside as the Conservative government moves back to an entirely final exam-based system. The argument is that the previous Labour administration allowed too many flexible teacher-assessed elements into school exams, lowering educational standards and inflating pass rates.

Yet teacher assessment has been a key element of education for many years under Conservative and Labour, while pass rates at GCSE and A-level have risen consistently under both parties since the 1970s.

Given that these upward trends have extended over so many years, there is likely to be some element of a genuine rise in standards driven by the better socio-economic conditions of students, higher expectations of educational outcomes by students, parents and teachers, and better teaching underpinned by better training and resources.

More recently, however, this trend has been combined with and compounded by an increased focus on passing exams because of the perceived importance of educational success for school accountability, teacher career progression and student life chances.

Research evidence indicates that the pressure to raise results at almost any (educational) cost is a key driver of grade inflation. Thus, identifying a possible problem of grade inflation is one thing; assuming that eliminating coursework and teacher involvement in assessment is the only solution is quite another.

Pursuing new curriculum goals demands new forms of assessment to report grades with validity and reliability – coursework, fieldwork, oral work and so forth can capture different outcomes from end-of-course written tests.

When we also add in ideas about formative assessment and changes in pedagogy – including students drafting work, receiving feedback on it, and then redrafting it for final submission – we produce a potentially positive situation in which students can be supported to develop their knowledge and understanding of subject matter over time and produce their best possible work for exams.

In principle this should constitute the core of any attempt to broaden and raise “educational standards”. However, in a context of intense accountability such practices can lead to little more than coaching students to meet exam criteria, thus undermining the validity and credibility of results. Yet improving the validity and reliability of teacher assessment is possible – this is what assessment policy, research and development should be trying to achieve.

As accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing. Instead, policy should:

(i) decouple accountability measures from routine student assessment and address the monitoring of standards over time by use of specifically designed tests with small national samples;

(ii) re-conceptualise the development of educational standards by starting from the perspective of the curriculum: ie, put resources and support into rethinking curriculum goals for the 21st century and developing illustrative examples of high-quality assessment tasks that underpin and reinforce these goals, for teachers to use and adapt as appropriate.

Prof. Harry Torrance (MMU)

This article is reposted from SchoolsWeek.

A longer version of this article is available in the British Journal of Educational Studies, 2017.

ESRI Seminar: Professor Tim Ingold – Anthropology and/as education

Wednesday 26th April 2017: 16:00 – 17:30, Brooks Building, Room 2.19
 
Professor Tim Ingold, University of Aberdeen, UK
 
Anthropology and/as education
 
Anthropology is a generous, open-ended, comparative and yet critical inquiry into the conditions and possibilities of life in the one world we all inhabit. But these principles – of generosity, open-endedness, comparison and criticality – are also cornerstones of education. Thus I go beyond an exploration of the interface between the disciplines of anthropology and education to argue for their more fundamental identity. This argument, however, calls for a reassessment on both sides. On the side of anthropology, we have to depart from the established view that it is about making studies of different peoples and their worlds, and recognise that it is about going to study with them: it is, in that sense, to undergo an education. And it is to acknowledge that this education carries the responsibility, on the part of its recipients, to become educators themselves. Teaching is thus as essential to the practice of anthropology as is the learning that takes place through participant observation. On the side of education, it is necessary to overturn the traditional view of teaching and learning as the transmission of authorised knowledge from one generation to the next. I argue instead for a view of education as a ‘leading out’ (from the Latin, ex-ducere) of novices into the world that opens up paths of intellectual growth and discovery, without predetermined outcomes or fixed end-points. It is about attending to things, rather than acquiring the knowledge that absolves us of the need to do so; about exposure rather than self-defence. As with the anthropologists’ participant observation, the paths of education are often difficult to follow and entail considerable existential risk. The ‘school’ for the educator, like the ‘field’ for the anthropologist, is a place where people gather to follow such paths together. The task of the teacher, then, is not to explicate knowledge for the benefit of those who are assumed, by default, to be ignorant, but to provide inspiration, guidance and criticism in the exemplary pursuit of truth. I conclude that by joining forces, and by recognising their common purpose, anthropology and education have the power to transform the world.
 
Biography: Tim Ingold is Professor of Social Anthropology at the University of Aberdeen, and a Fellow of both the British Academy and the Royal Society of Edinburgh. Following 25 years at the University of Manchester, where he was appointed Max Gluckman Professor of Social Anthropology in 1995, Ingold moved in 1999 to Aberdeen, where he went on to establish the UK’s newest Department of Anthropology. Ingold has carried out ethnographic fieldwork among Saami and Finnish people in Lapland, and has written on comparative questions of environment, technology and social organisation in the circumpolar North, as well as on the role of animals in human society, on issues in human ecology, and on evolutionary theory in anthropology, biology and history. In his more recent work, he went on to explore the links between environmental perception and skilled practice. Ingold’s latest research pursues three lines of inquiry that emerged from his earlier work, concerning the dynamics of pedestrian movement, the creativity of practice, and the linearity of writing. He is currently writing and teaching on issues on the interface between anthropology, archaeology, art and architecture. Ingold is the author of many books, including The Perception of the Environment (2000), Lines (2007), Being Alive (2011), Making (2013) and The Life of Lines (2015).

Digital comics project records immigrant stories

British Bangladeshi women share their heritage, lives and experiences

Researchers at Manchester Metropolitan University are working with British Bangladeshi women from Hyde Community Action in Tameside to make digital comics telling the stories of their heritage, lives and experiences.

Thanks to National Lottery players, this project has been funded by the Heritage Lottery Fund and will see women exploring their own life stories and the historical narratives of their communities through workshops on comics, life history, cross-cultural storytelling and digital skills, as well as visits to museums and archives to engage with collections.

Using digital multimedia comic creation tools, the volunteers can write their comic books and use their own photographs and drawings to illustrate their stories. The comics can also feature sound in any language, to bring the stories to life.

Research Associate and project lead Dr Sarah McNicol says comics are important and effective forms of literature that can tell, often difficult, stories in simple ways.

Cultures and comics

Dr McNicol said: “The majority of research into British Bangladeshi communities focuses on public life outside the home. Many Bangladeshi women look after their home and family so they are invisible in this. Through representing and sharing women’s stories and heritage, we hope to put forward alternative representations that focus specifically on women’s stories and experiences.

“Through this project, we aim to challenge preconceptions and widen representations of migrant heritage. We want to raise awareness and change attitudes and behaviours – ultimately, through these comics we hope to improve understanding and cohesion.”

Rehana Begum, Chief Officer from Hyde Community Action said, “Hyde Community Action is delighted to be part of this fantastic project working with Manchester Metropolitan, to be able to be the bridge that links and enables the voices of migrant women from the Bangladeshi community to be heard, to tell their stories and journeys through interactive, creative workshops. An exciting project!”

Working with communities

The project will culminate in an event for the local community to celebrate the British Bangladeshi women and their stories later this year and the comics will be showcased at local and national events including Oldham Libraries, and Rochdale Literature and Ideas Festival.

To encourage wider participation, academics from Manchester Metropolitan University and women from the Hyde community will be running sessions in two local schools, holding a workshop for teaching and social work students and producing a resource pack to encourage and support other organisations wishing to undertake similar activities.

Dr McNicol has worked on comic books for past projects, including using comics to provide information and emotional support to patients and their families.

(This was originally posted here.)