Read the latest news about CEPA, our activites, research and publications, as well as outputs from our members research community, upcoming events and our plans for the future.
We hold a range of seminars and other events throughout the academic year, offering a forum for students, academics and practitioners to share and develop their ideas in a collegial and supportive atmosphere. CEPA represents a broad set of interests within its four Research Programmes: Teacher Education, Higher Education, Philosophy of Education, and Citizenship, Social Cohesion and Social Change.
We welcome collaborations from outside the university, and if you are interested in attending any events or sharing your own work, please contact Associate Director Dr Catherine O'Connell. Some events are aligned with other centres in the University, and we have a series co-funded by the Philosophy of Education Society of Great Britain (PESGB) North West branch.
There is an urgent need, in an era of increasing local devolution of powers and pressing social challenges, for universities to develop and enhance new and existing reciprocal relationships with key stakeholder partners, grounded in communities as partners in knowledge-creation. This will particularly be the case in the recovery that shapes the aftermath of the Covid-19 pandemic.
The idea of the Communiversity seeks to connect a diversity of educational stakeholders. There are many models of communiversity which connect local social networks and research-informed tertiary education. These are being developed, globally. Local ecosystems for social transformation are co-opting universities into their developmental programmes. This event series explores the possibilities associated with the concept of ‘Communiversity’ in our local context.
We recognise that trust, reciprocity, context sensitivity and mutual understanding are important elements of robust, sustainable partnerships between universities and partner organisations. Based on these principles, each event in this series will focus on particular forms of partnership activity and consider how these models can be developed further with new and existing partners.
The event series will:
What can be achieved by a University-School partnership focused on social mobility for disadvantaged children? How can evidenced-based enquiry support equity and accelerate the learning of disadvantaged children to empower the most vulnerable pupils. What are the benefits and tensions for each partner? Participants in this session will share insights from a University partnership with a National School Academy Chain, whose schools reflect the deprivation demographic.
Partnership dimension: CPD programme co-design for impact, reciprocal partnership and University/ School learning.
Various models of connecting local social networks and research-informed tertiary education - are being developed, globally. Liverpool Hope Business School is closely engaged in supporting sustainable business initiatives and this session will focus on a collaboration developed with local partners. This approach is based on a conceptual framework developed in The Idea of the Communiversity (Lessem, Adodo & Bradley, 2019)
The specific project reported on is the initial stages of our undergraduate and postgraduate students working with social economy businesses in the LCR. These have been facilitated through a collaboration between LHBS and The Good Business Festival. It will demonstrate how intermediary working can establish effective mutual learning between Universities and businesses. Equally, it uses the Communiversity GENE model of developing a cyclical process of Grounding in Community, Emerging a Pilgrimium, Navigating through a Research Academy to Effecting business Innovation Co-Laboratories. Partnership dimension: Students within knowledge exchange Communiversity frameworks.
Contributors: Dr Carly Bagelman with Kuumba Imani initial accommodation school.
Community engaged research and partnerships depend on slowly and continuously building good relationships, from which reciprocity can grow. But, what happens with the community work is urgent, participants are transient and needs are unpredictable? In community work with displaced peoples such as asylum seekers and other displaced groups, the precarious time and space they inhabit (since they can be dispersed to a different city or region with little notice) requires us to re-define ‘good relationship’ so that it is more suitable for this context. Our pedagogies must also adapt to such precarity.
With a teacher from Kumba Imani (the council-funded classroom designed to serve displaced children as they wait for a spot in mainstream schools), this session will explore some creative approaches to working with precarious communities. We will explore the relevance of this discussion to other groups such as community work with Travellers, Roma peoples, and seasonal or migrant workers. Partnership dimension: Challenges and possibilities of working with communities that are transient.
Contributors: Dr Veronica Poulter.
The call to raise UK educational standards focuses on the underachievement of pupils attending schools in challenging socioeconomic circumstances. This is exacerbated when lack of expertise in so-called specialist subjects affects teacher confidence and pedagogical knowledge required to engage and stretch pupils. Research suggests that music can have a significant role in developing children’s phonological awareness and future reading ability. However, because many generalist primary school teachers do not have the confidence to teach music, student teachers may not have the opportunity to teach it whilst on placement. An action research project was carried out, the aim of which was to improve understanding of how to support student teachers in developing their confidence and competence to teach music in the early years. Undertaken as part of an approach (Hope Challenge) that brings together the LHU Initial Teacher Education programme and primary schools in challenging circumstances, this formed an approach that played a crucial role in developing confidence, pedagogical knowledge and enthusiasm for teaching music. Recent data suggest that this has had long term impact on practice
Funds of Knowledge (FoK) is an approach that recognises community knowledge as a valuable resource for improving educational outcomes for children from marginalised communities (Gonzales, Moll and Amanti, 2006). Through working with local communities, families and researchers, schools gain insight into children’s life-worlds and develop classroom practice which connects to pupils’ locally acquired experiences and skills. More recently, the Funds of Knowledge approach has been further developed to acknowledge that children live in increasingly diverse communities and develop multiple, intersecting identities (Hedges, 2015; Esteban-Guitart and Moll, 2014).
In this session, we would like to give an overview of key principles of the Funds of Knowledge concept and explore how it could be harnessed for developing partnerships between communities, schools and researchers. In the context of the vision of a Communiversity, we will discuss how the Funds of Knowledge approach could be extended to other contexts, such partnerships between universities, their students and communities. Partnership dimension: Identifying potential partnerships between schools, universities and communities with a view to harnessing local knowledge.
Contributors: Mrs. Sue Cronin and Klare Rufo (Liverpool Archdiocese)
Knowledge building is an emerging model of collaborative partnership work which involves partners working together to gather and analyse information, creating theories, explanations and novel solutions. (Laferriere et al, 2010). The paper considers a partnership between two culturally different organisations: LHU university and Liverpool Catholic Archdiocese. They together capitalised on the existing distributed expertise held between the sites to increase knowledge and understanding of the school leadership landscape within their local region. Leadership recruitment and retention within Primary schools is an increasing challenge and effects the Catholic sector as well as secular schools. Working together on a funded project has allowed the organisations to increase their knowledge and understanding of the challenges and barriers facing their local school leaders. Partnership dimension: Co-design of research
Contributors: Dr. Babs Anderson with Local Authority partner/contributor (Early years leader)
The Local Authority (Liverpool) initiated an ongoing partnership with LHU’s Early Childhood department in creating an innovative programme, the Liverpool Early Years Chartered Leader programme. Utilising action research methodology, participants developed an evolving setting-based change management process, within a collaborative framework. This partnership was extended with another intervention, designed to support young children’s well-being, whereby LHU enabled School Improvement Liverpool to evaluate and adapt their PANCo provision. Partnership dimension: Collaborative enquiry and participatory research
This session will be both philosophical and pragmatic and will explore the possibilities, issues and tensions associated with the fuller realisation of the social mission of the university as explored through this event series. We will consider the conceptual tools and social practices that can assist in fulfilling this mission. In particular: - Where/how is the agenda for collaboration set? - Who/what is the community? - What are the drivers for partnership?