Providing a creative space for exploration and debate Providing a creative space for exploration and debate

CARE continues to support cutting edge research, encouraging methodological innovation (such as children as action researchers) and providing a creative space for exploration and debate amongst research students and faculty. The Centre is actively building on its past reputation as pioneering qualitative research methodology in education, through developing new directions in intercultural, participatory and interdisciplinary research.

The role of recruitment agents in the internationalisation of Higher Education (Society for Research in Higher Education scoping award)

(2014 - Current)

Anna Robinson-Pant and Anna Magyar are currently conducting research for a scoping study on ‘The role of recruitment agents in the internationalisation of Higher Education' funded by SRHE. The aim is to carry out preliminary investigation into the role of agencies in recruiting international students. Ethical concerns have been raised about agents' increasing influence on UK universities. However, little attention has been given to the implications of the recruitment agents' role for HE internationalisation, particularly in relation to teaching and learning and the student experience. The project sets out to facilitate a critical perspective on the role of agents through a review of related literature and will develop a theoretical framework for investigating how agents mediate texts produced by the student and by the UK university. Initial mapping of educational recruitment agencies has been conducted through their websites and Skype interviews with international agents, in order to develop a typology for future research. Dr. Janette Ryan from Birmingham University has been appointed by SRHE as mentor for the project. The findings will be presented at the SRHE Annual Conference in December 2014.
Discussion paper for SRHE Conference is now available to download.
The SRHE Policy Brief is available to read here.

Issues over Research in Postgraduate Taught courses:  Views from international social science students and their tutors (UEA Teaching Fellowship)

(2013 - current)

Kathleen Lane, Yann Lebeau and Rebecca Westrup were awarded a UEA Teaching Fellowship (2013-2014) to explore current preconceptions and pedagogies of Research Methods in PGT social science courses targeting international student recruitment at UEA.  Our aim was to interrogate the misunderstandings currently affecting the experience and progress of international students on these courses and suggest an approach in which students' diverse understandings of research language and practice can better inform course designs and social science pedagogies.

We interviewed academics within the  social sciences whose teaching and supervision at UEA include international postgraduates, as well as five international academics who had studied or taught in Europe and who came from countries sending a high proportion of students to UEA for PGT courses.  We also surveyed students on PGT courses with a strong international component (EDU, DEV, PSI) for their previous experience of research, their views on the purpose of research and their expectations of how it would benefit them.

Findings from our small-scale study suggest that:  the expectations of research modules in taught Masters programmes vary between students and tutors; some aspects of research methods should be included within students' pre-sessional support, given the time constraints of Masters courses; students may reflect different traditions but they are also adaptable; and HEIs, which do not seem to acknowledge the full impact of increasing international enrolment on pedagogies of Research Methods, also need to rethink their course designs to accommodate diverse understandings and practices of research among PGT cohorts.


(2013 - current)

Four CARE members have been involved in a two year EU funded project to develop the critical media literacy skills of young people using popular history magazines.
Project partners are the University of Augsburg (Germany), University of Salamanca (Spain), the Academy of Łódź (Poland), Dalarna University (Sweden), and the Institute for Film and Pictures in Science and Education (Germany).
The rationale for the EHISTO project is to explore how popular history magazines can be used in history teaching in schools, in history teacher education, and in continuing professional development for teachers, in order to develop the critical media literacy of young people. It will foster the development in young people of intercultural and media-critical competence in dealing with commercial representations of history which they will encounter outside the history classroom, focusing in particular on the phenomenon of popular history magazines which have become increasingly popular and available across EU countries.

Overcoming epistemological divides through culturally responsive research methods teaching

(UEA Teaching Fellowship project 2013 - 2014)

Yann Lebeau, Kathleen Lane and Rebecca Westrup are exploring a model in which international postgraduate students' diverse understandings of research practices inform social science pedagogies and methodologies.  By recognising and valuing their knowledge in culturally sensitive ways, the study aims to enhance the experience of international postgraduates in research-led courses within the School of Education and Lifelong Learning and, by extension, the Social Sciences Faculty.  The project runs from February 2013 to January 2014.  Initial work has focused on interviewing academics in countries including Mexico and China on their views of students' understanding of research methodologies.

ROMAC project

(2012 - current)
Yann Lebeau participated in a workshop of the observatory of South/North academic mobility in Mexico City (12-14 November 2012).  Using Mexico as a case study (and funded by the Mexican research council), the ROMAC project aims to explore past and current trends in international research student mobility towards countries of the North, and their impact on the development of the scientific community and its dominant paradigms in Mexico. The project is based on online surveys and interviews with Mexican research students and Faculty in Mexico, the US, Canada, France, Spain, Germany and the UK.

Represent Radio

(2013 - current)
The Norwich Area RSA Fellows Education Forum (Convenor: John Elliott), working in partnership with Future Radio and UEA Community Engagement, has been awarded £2000 by the RSA Catalyst Fund. This is to support a project aimed at enabling members of Norwich's marginalised communities to play a leading role in empowering their communities to voice their educational needs and experiences in the local media. Brian Thorne, Christine O'Hanlon and Julie Worrall (UEA) are active members of the Forum.

UNESCO/IFAD project ‘Learning knowledge and skills for agriculture and rural livelihoods'

(2013 - 2014)
From January 2013, Anna Robinson-Pant has been working on this ethnographic research project in her role as Global Research Coordinator. The overall objective of the project is to contribute to improving the employment prospects for young people, especially women, by analysing how learning outside school (within formal, non-formal and informal settings) may contribute to the development of agricultural knowledge and skills among young farmers.
This IFAD/UNESCO project focuses on learning in the context of rural communities in Cambodia, Egypt and Ethiopia, and has been organized around three main phases: i) preparatory work at global level and a review of international trends and issues, ii) research work at country level and iii) production of a synthesis report and organization of a global seminar.  Anna is involved in coordinating the research between the three countries, including comparative analysis of the findings, a synthesis report and undertaking a literature review on young people, agriculture and adult literacy/learning, which will guide the overall project design and analysis.
After developing the project research design and methodology in January, Anna spent a week in Phnom Penh with the Cambodian research team from CARD (Council for Agriculture and Rural Development): Likanen Luch, Ratha Kong and Huy Em. A launch workshop was held on 14th February 2013 at the Office of the Council of Ministers with the aim of introducing the project to stakeholders and experts from relevant Ministries and NGOs working in this area. She returned in August to contribute to the report and a national level policy workshop.
Anna is currently working with the research teams in Egypt (Ain Shams University) and Ethiopia. She participated in the launch workshops in Cairo and Addis Ababa in September 2013 and will return for the policy-focused workshops in December 2013.

Writing for publication programme

(BAICE/Compare-funded, from  2007 - current)
Anna Magyar, Anna Robinson-Pant and Theresa Lillis (Open University) continue to support the research-based BAICE/Compare writing for publication programme which they set up in 2007 as a strategy to address the discursive and practical barriers faced by writers in the South. This programme of support for new writers to Compare has continued to run on an annual basis and helped to ensure a greater diversity of articles submitted to the journal.  Anna Robinson-Pant and Nitya Rao (current editor) ran a workshop at the BAICE 2012 conference in Cambridge (aimed at doctoral students wanting to publish from their thesis) and Anna Magyar developed further the on-line version of the programme. Anna Magyar and Theresa Lillis ran a one-day workshop at UKFIET conference in Oxford in September 2013. The workshop was followed by mentoring support by an academic literacy specialist and an expert in the writer's subject area. Anna Magyar will be facilitating the workshop in Ethiopia in 2014 and this will be attended by researchers from neighbouring countries (travel supported by BAICE and UNGEI). For further details about how to register for the programme (distance or face-to-face), please contact:
You can read a detailed analysis of and reflections on the effectiveness of the programme here:
Lillis, T., Magyar, A. and A. Robinson-Pant (2013) Mentoring writers towards international publication: a case study from one journal, in Pattern, I. & V. Matarese, Supporting research writing: roles and challenges in multilingual settings, Chandos
Lillis, T., Magyar, A. and A. Robinson-Pant (2010) An international journal's attempts to address inequalities in academic publishing: developing a writing for publication programme, Compare: a journal of comparative and international education, Vol. 40/6, pp 781 - 800

Education and liberty

(2013 - 2014)

(Geoff Hinchcliffe) Initially, the study explored the concept of republican liberty, focussing on the idea of freedom as self-rule and being free of dependency on another. In the next phase of the research,  investigations were made concerning the application of this idea of liberty to the curriculum. Drawing on the work of Gramsci,  the role of the curriculum in promoting and contesting cultural and political hegemony was investigated.  In the third phase of the research study, the relation between liberty, education and authority was explored. In particular, an historical investigation of the role of School Boards in England between 1870 and 1902 was undertaken with a view to assessing the possibility of decentralising educational authority in England in the 21st century.
These researchers have developed into a full scale monograph which argues that strong education is essential both for the defence and the development of individual liberty. In particular, education is essential for developing resilience against threats to liberty.
Education and Liberty (book, sponsored by Philosophy of Education Society for Great Britain) Publisher: Routledge:Taylor and Francis
Study on a mixed gender competitive cheerleading team, examining gender relations in the context of competitive sports 
(2013 - current)

Esther Priyadharshini, Penny Lamb, Amy Godoy-Pressland. Funded partly  by the Bedford Physical Education Fund and the EDU Pump Priming Fund.

Fostering a climate of self-assessment and peer feedback: the use of Lesson Study to engage trainee teachers in their learning.

(2013 - current)
University of East Anglia, (EDU) Pump Priming Research Fund (PPRF). Penny Lamb

Teacher Identity, the ‘lived experience' of being a teacher of Physical Education 

(2013 - current)
University of East Anglia, EDU Pump Priming Research Fund (PPRF), Penny Lamb and Craig Avieson.

Fostering a passion for Modern Foreign Languages through Physical Education 

(2013 - current)
University of East Anglia EDU. Pump Priming Research Fund (PPRF) Penny Lamb and Craig Avieson.

Masculinities in young all-male cheerleading teams. The Bedford Physical Education Old Students' Association

(2013 - current)
Educational Projects Fund. Penny Lamb (with Esther Priyadharshini.