2018 Prize Winners

Dr Emily DanversPrevent/ing criticality? The pedagogical impact of Prevent in UK universities

Dr Emily Danvers is a Lecturer in Education at the University of Sussex, where she also received her PhD in 2016. Her research interests are on how disadvantaged groups experience everyday moments of exclusion in educational institutions e.g. via pedagogies, policies, practices, emotions, relationships and ideas. This has included work on critical thinking, doctoral writing, widening participation and Gypsy, Roma and Travellers in higher education.

Before this, Emily worked in learning development in at Cardiff Metropolitan University, Brunel University and the University of Brighton - teaching academic and research skills to students and working with academic staff on pedagogies for developing their students' academic skills. Emily has a BA and MA in History from Cardiff University and a PGCert in Post-Compulsory Education and Training from Cardiff Metropolitan University.

This SRHE-funded project will build upon the findings from Emily’s doctoral research into critical thinking. The project, entitled ‘Prevent/ing criticality? The pedagogical impact of Prevent in UK universities' will investigate the pedagogical implications of the Prevent anti-terrorism duty in shaping higher education as a space of critical thinking and learning for students. This will be explored using qualitative enquiry across 3 English higher education institutions, including interviews with academic staff and student photo elicitation focus groups. In so doing, this project aims to engage in critical scholarship of higher education to inform the relevant policy landscapes shaping contexts for students and their critical learning.

Julia HopeDual Professionals in Higher Education: From Professional Practitioner to Lecturer

Julia Hope has been working in Further Education and Higher Education since 1997. Her first degree was a BSc (Hons) Applied Social Science (Policy Studies) at the University of North London in 1992 - 1995.  She studied in 1995 an MA in Policy Studies in Education at the Institute of Education (University of London) a PGCE in Further Education in 1997 at the University of Greenwich, a Postgraduate Certificate in Subject Learning Coaching, Oxford Brookes University (2007). and a Post Graduate Certificate in Learning and Teaching HE, University of Chichester (2013). Julia worked for Bexley College, City and Islington College, Hastings College, and the University of Chichester.  Her doctoral studies were stipend funded by the University of Chichester (awarded by the University of Southampton 2014) and  set out to explore issues of equity in higher education and provided a greater understanding of the experiences of first generation students in their first semester at a case study campus.

Julia ’s current role is as a lecturer at the University of Kent’s Centre for the Study of Higher Education. Her research interests include first-generation students, dual professionals in higher education, higher education policy as well as aspects of teaching and learning in higher education.

This SRHE funded project will allow her to investigate the transition experiences of disciplinary professional practitioners in the UK who have current or recent industry experience and are making a mid-career transition to being academics.  The intention is to gain a deeper understanding of dual professional as early career academics, how their beliefs about university teaching and learning are framed and evolve, and to interrogate their beliefs about being lecturers

Dr Nora TimmermanScholars in the streets: Portraits of disruptive faculty activism in 20th-Century social movements

Dr Nora Timmerman is Lecturer in the Sustainable Communities Program at Northern Arizona University in the United States. Nora’s academic background is interdisciplinary with a PhD from the University of British Columbia in Educational Studies (2013) and a Bachelors of Interdisciplinary Studies in Political Science and Environmental Geography with a Minor in dance from Arizona State University. Nora is the 2017 College of Social and Behavioral Sciences Teacher of the Year. And from 2015-2018, she served as Program Chair, Chair, and Past-Chair for the Environmental Education SIG of the American Educational Research Association (AERA).

Nora’s research focuses on postsecondary faculty, scholar activism, and socio-ecological justice. For her dissertation, she collected stories and wrote "portraits" of faculty members’ personal and professional work toward "ecological integrity." These portraits narrate how faculty negotiate the ways their work both recreates and resists problematic ecological and cultural norms and are forthcoming in her book, "Between integrity and contradiction: Educators’ stories in tangled times."

With this SRHE prize and funding, Nora’s current research uses portraiture to chronicle four historical examples of collective, disruptive faculty activism. Most conceptions of scholar activism focus on individual actions that fit within institutional structures, but there are historical precedents that demonstrate the power and possibility of educators disrupting institutional norms collectively for large social movement issues. This study uncovers some of those precedents through oral history interviews with faculty activists and archival materials with the hope of inspiring today’s scholar activists.

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