Public Pedagogy is a relatively new area of educational scholarship that considers the application and development of educational theory beyond formal schooling. Public pedagogy includes analysis of the domains of cultural education, public space, popular culture and political struggle. It has been defined by Sandlin et al (2011) as comprising five domains:-
- citizenship within and beyond schools
- pedagogical theory on popular culture and everyday life
- informal institutions and public spaces as educative arenas
- dominant cultural discourses
- public intellectualism and social activism
Excellence Phd studentships: Cass School of Education and Communities
We are interested in suitably qualified applicants for Excellence Phd studentships in any of our specialist areas of research, but particularly in the following areas:-
· Public pedagogy, teacher education, practitioner education, disaster education, prison education, higher education, academic mobility
· Changing policy and practice in social work
· The impact of marketization on the governance, management and operation of education (in particular early childhood education and care, but also primary and secondary education and careers education)
· The impact of new vocational (UTCs) provision in London and beyond
· Migration and racism in East London
The Cass School of Education and Communities hosts a number of world leading research centres including the International Centre for Public Pedagogy, the International Centre for the Study of the Mixed Economy of Childcare and the Centre for Social Work Research (CSWR). We also are actively promoting a centre of excellence in practitioner research across several disciplines. You are advised to look at https://www.uel.ac.uk/Discover/Academic-Schools/Graduate-School/Studentships to find out more.
For informal enquiries regarding Phd studentships in the Cass School of Education and Communities please contact our Director of Research, Professor John Preston firstname.lastname@example.org
Professor John Preston
My current research projects are around the relationship between education and security and in 'disaster education'. I am interested in how disasters can be seen to be pedagogical events which involve learning and evolve through public reaction and participation and how these events are politicised as 'public pedagogy'. I am also interested in the equity implications of disasters and emergency planning.
I am principal investigator on an ESRC study on Mass Population Response to Critical Infrastructure Collapse. This comparative project (UK, US, Germany, Japan, New Zealand) examines how governments prepare citizens for collapse in the Critical National Infrastructure (CNI); how they model collapse and population response; case studies of CNI collapse (with particular reference to education and health) and the globalisation of CNI policy.
Professor Andrew Ravenscroft
Prof Andrew Ravenscroft, Technology Enhanced Learning (TEL) for Social Innovation
Andrew is a Psychologist and Learning Technologist who is a Professor of Education in the CASS School of Education and Communities at the University of East London (UEL), where he is Co-Director of the International Centre for Public Pedagogy (ICPuP), that currently has 18 Members. His research team is developing a contemporary theme of Technology Enhanced Learning (TEL) for Social Innovation that emphasises informal, community-based and inclusive learning within a framework of social justice. This often applies a combination Community Action Research and Design based Research methods to design, implement and evaluate original educational interventions, by adapting the ‘space’ of internet radio and social media for example. Since being at UEL (from February 2011) this theme has been constituted by eight funded projects where Andrew is the Principal Investigator that have attracted over £908K, most of which are international and multi-partner. He has a leading international profile in TEL for Social Innovation, through publishing over 130 articles, being an active member of international and national committees and working groups and being a principal or co-investigator investigator on a broad portfolio of projects in TEL for Social Innovation over the past 20 years (funded by various national and international agencies), that have attracted over £6.5 Million in total. Andrew is currently active in many cross-disciplinary initiatives at the interface of creative digital media, critical discourse and performance-based learning.
Prof Ravenscroft is a Chartered Psychologist (C.Psychol), an Associate Fellow of the British Psychological Society (AFBPsS) and a Fellow of the RSA, Royal Society for the encouragement of Arts, Manufacturers and Commerce (FRSA).
Staff: Group members
- Paul Adams, Cass School of Education and Communities
- Camelia Baugh, Cass School of Education and Communities
- Tom Boronski, Cass School of Education and Communities
- Silhouette Bushay, Cass School of Education and Communities
- Dr Maria Castro Romero, School of Psychology
- Dr Charlotte Chadderton, Cass School of Education and Communities
- Prof. Mike Cole, Cass School of Education and Communities
- Amanda Cooper, Cass School of Education and Communities
- James Dellow, Cass School of Education and Communities
- Casey Edmonds, Cass School of Education and Communities
- Dr Rhiannon Firth, Cass School of Education and Communities
- Tom Gerken, Cass School of Education and Communities
- Nigel Godfrey, Cass School of Education and Communities
- Dr Janet Hoskin, Cass School of Education and Communities
- Gordon Kerr, School of Arts & Digital Industries
- Dr Terri Kim, Cass School of Education and Communities
- Dr Kaori Kitagawa, Cass School of Education and Communities
- Dr Magdalini Kolokitha, Cass School of Education and Communities
- Dr Alpesh Maisuria, Cass School of Education and Communities
- Dr Ayo Mansaray, Cass School of Education and Communities
- Dr Miranda Matthews, Cass School of Education and Communities
- Dr Lionel McCalman, Cass School of Education and Communities
- Helen Mitchell, Cass School of Education and Communities
- Danielle Pée, Cass School of Education and Communities
- Sheila Preston, School of Arts & Digital Industries
- Colin Rainey, Cass School of Education and Communities
- Dr Meredith Terlecki, School of Psychology
- Tracie Trimmer-Platman, Cass School of Education and Communities
- Dr Ian Tucker, School of Psychology
- Dr Andrew Wilkins, Cass School of Education and Communities
The research interests of the centre are many and varied.
- Disaster education and pedagogies
- Technology Enhanced Learning (TEL) for Social Innovation
- Critical and Creative Discourse
- Informal and emancipatory learning
- Intentional communities
- Special educational needs and representation
Castro Romero, M. (in press). Humanising mental health contexts for elders. In P. Lane & R. Tribe (Eds.) Anti-Discriminatory Practice in Mental Health for Older People. Jessica Kingsley Publishers
Cole, M. (2017) New Developments in Critical Race Theory and Education: Revisiting Racialized Capitalism and Socialism in Austerity, New York and London: Palgrave Macmillan
Cole, M. (2017) Critical Race Theory and Education: A Marxist Response, New York and London: Palgrave Macmillan 2nd Edition
Firth, R. (2017) “Maps and the 21st Century: Drawing the Line [Review]” Living Maps Review 2
Firth, R. and Robinson, A. (2017) “From the Unlearned Un-Man to a Pedagogy without Moulding:Stirner,consciousness raising, and the production of difference”, in Robert Haworth & John Elmore (Eds) Out of the Ruins’: The Emergence of New Radical Informal Learning Spaces, Oakland: PM Press
Olmedo, A. & Wilkins, A. (2017) Governing through parents: a genealogical enquiry of education policy and the construction of neoliberal subjectivities in England. Discourse: Studies in Cultural Politics of Education. iFirst. 'Editor's Choice' (May 2017)
Wilkins, A. (2017) Creating expert publics: A governmentality approach to school governance under neo-liberalism. In S. Courtney, R. Mcginity and H. Gunter (eds) Educational leadership: professional practice in neoliberal times. Routledge: London and New York
Wilkins, A. (2017) The business of governorship: Corporate elitism in public education. In Helen M Gunter, David Hall and Michael W Apple (eds) Corporate Elites and the Reform of Education. Policy Press: Bristol
Wilkins, A. (2017) Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History. iFirst
Bushay, S. (2016) The Conversation Why Hip Hop Should Be Used To Teach, BERA Blog
Castro Romero, M. & Afuape, T. (2016). Teaching Liberation Psychology. In T. Afuape & G. Hughes (Eds.) Towards emotional well-being through Liberation Practices: A dialogical approach. London: Routledge
Castro Romero, M. (2016) Liberatory Praxis Alongside Elders. In T. Afuape & G. Hughes (Eds.) Towards emotional well-being through Liberation Practices: A dialogical approach. London: Routledge
Chadderton, C. (2016) Volunteering, social cohesion and race: the German Technical Relief Service, Voluntary Sector Review, 7 (3), pp. 233-249
Chadderton, C., Mansaray, A. and Weekes-Bernard, D. (2016) Report on the partnership model for improving outcomes for young black men for the London Borough of Hackney. Report for the London Borough of Hackney
Chase, M., Tucker, I. M., Goodings, L., & Jobber, N. (2016) Young people’s mental health in the UK: A ‘preventative turn’ emerging from crisis, European Health Psychologist, 18 (3), 134-138
Cole, M. (2016) ‘Critical Race Theory: a Marxist Critique’ in M. A. Peters (ed.) Encyclopedia of Educational Theory and Philosophy, New York: Springer
Cole, M. (2016) ‘Marxism and Education’, Oxford Research Encyclopedia of Education
Cole, M. (2016) ‘Imperialism and Racialised World Capitalism or Intercultural Twenty-First Century Socialism’, Knowledge Cultures 4 (6), pp. 228-249
Fererri, M., Firth, R. and Lang, A. (2016) “Future(s) Perfect: Uchronian mapping as a research and visualisation tool in the ‘fringes’ of the Olympic Park”, Living Maps Review 1
Firth, R. (2016) “Somatic pedagogies: Critiquing and resisting the affective discourse of the neoliberal state from an embodied anarchist perspective”, ephemera: theory and politics in organization, 16(4): 121-142
Firth, R. (2016) “Monsters Take to the Streets! Monstrous Street-Art as Pedagogy of Resistance to Post-Olympic Regeneration in Hackney Wick?” in László Munteán and Hans Christian Post (eds.) Landscapes of Monstrosity. Oxford: Inter-disciplinary Press. pp. 23-38
Firth, R. and Robinson, A. (2016): For a revival of feminist consciousness-raising: horizontal transformation of epistemologies and transgression of neoliberal TimeSpace, Gender and Education, 28(3): 343-358
Kitagawa, K., Preston, J. and Chadderton, C. (2016) Preparing for disaster: a comparative analysis of education for critical infrastructure collapse, Journal of Risk Research
Preston, J., Chadderton, C., Kitagawa, K. and Edmonds, C. (2016) Community response in disasters: an ecological learning framework, International Journal of Lifelong Education, 34, 6, 727-753
Preston, S. (2016) Applied Theatre Facilitation: Pedagogies, Practices, Resilience, Bloomsbury
Ravenscroft, A., Rainey, C., Dellow, J. (2016) Proceedings of Online Educa Berlin (OEB), Berlin Germany, 1 Dec 2016. pp 124-127, ISBN 978-3-941055-34-6
Wilkins, A. (2016) Modernising school governance: Corporate planning and expert handling in state education. Foreword by Stephen J. Ball. Routledge: London and New York
Wilkins, A. (2016) Gobernanza escolar y la lógica de la política neoliberal. ¿Qué puede hacer la democracia? [School governance and neoliberal political rationality: what has democracy got to do with it?]. In J. Collet-Sabé and A. Tort (eds.)
Governanza escolar democrática [Democratic School Governance]. Morata: Madrid, pp. 84-100
Chadderton, C. (2015) The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education 13:2, pp. 84-97
Chadderton, C. and Edmonds, C. (2015) Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education and Training 67:2, pp. 136-152
Chadderton, C. (2015) UK Secondary Schools under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. In Kupfer, A. (Ed.) Power and Education. Contexts of oppression and opportunity. Palgrave Macmillan
Ellis, D, & Tucker, I. M. (2015) Social psychology of emotion. London: Sage BOOK CHAPTERS (SELECTED)
Firth, R. (2015) “Critical Cartography”, The Occupied Times of London, Issue 27: Discipline/States/Borders: 9
Preston, J. Chadderton, C. Kitagawa, K. and Edmonds, C. (2015) Community response in disasters: an ecological learning framework, International Journal of Lifelong Education 34:6, 727-753
Ravenscroft, A., Rainey, C., Brites, M. J., Correia, S., Catalão, D., Dahn, I., Dellow, J. (2015) RadioActive101: Adapting the ‘space’ of radio as participatory media to promote inclusion, informal learning and employability, Participatory Methodologies: Media and education, Eds. Editors: Maria José Brites, Sílvio Correia Santos and Ana Jorge, pp 37-45
Ravenscroft, A., Rainey, C. & Dellow, J. (2015) Deep Learning Design for Social Innovation: Participatory Radio for Developing 21C Skills with Disenfranchised Learners, Full Paper for International Workshop on Design for Learning in Practice: Competencies, training, certification, processes, methods and tools European Conference on Technology Enhanced Learning 2015, Toledo, Spain, 15-18 September 2015
Ravenscroft, A., Balica, M., Fartusnic., C & Rainey, C. (2015) Implementing and Evaluating the ‘space’ of Participatory Radio as an Educational Intervention for Inclusion, Self-efficacy and Informal Learning, Paper for Inclusion strand, British Educational Research Association (BERA) Conference 2015, Belfast, Northern Ireland, UK, 15-17 September 2015
Terlecki, M.A., Buckner, J.D., Larimer, M.E., & Copeland, A.L. (2015). Randomized controlled trial of brief alcohol screening and intervention for college students for heavy-drinking mandated and volunteer undergraduates: 12-month outcomes. Psychology of Addictive Behaviors, 29(1), 2–16. doi:10.1037/adb0000056
Tucker, I. M. ‘Shifting landscapes of care and distress: A topological understanding of rurality’. In K. Soldatic and K. Johnson (Eds.) Disability and rurality: Identity, gender and belonging. Farnham, Surrey: Ashgate
Wilkins, A. (2015) Professionalising school governance: The disciplinary effects of school autonomy and inspection on the changing role of school governors. Journal of Education Policy, 30 (2), 182-200
Wilkins, A. (2015) Book review: STEM Strategies: Student ambassadors and equality in higher education. Journal of Education Policy
Wilkins, A. (2015) School governors – Changing the way we do things. School Governors One-Stop Shop (SGOSS)
- Chadderton, C. & Wischmann, A. (2014) Racialised norms in apprenticeship systems in England and Germany, Journal of Vocational Education & Training 66:3, pp.330-347.
- Chadderton, C. (2014) The militarisation of education: Troops to Teachers and the implications for Initial Teacher Education and race equality. Race, Ethnicity and Education 14:3, pp.407-428 (Special issue on Initial Teacher Education: developments, dilemmas and challenges).
- Colley, H., Chadderton, C. & Nixon, L. (2014) Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education 55:2, pp. 104-121.
- Preston, P., Chadderton, C. & Kitagawa, K. (2014) The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education 12:4, pp. 437-456.
- Chadderton, C. (2013) Secondary schools under surveillance: young people ‘as’ risk in the UK. An exploration of the neoliberal shift from compassion to repression. In Cudworth, E.; Senker, P. and Walker, K. eds. Technology, Society and Inequality: New Horizons and Contested Futures, Peter Lang.
- Chadderton, C. (2013) Towards a research framework for race in education: Critical Race Theory and Judith Butler. International Journal of Qualitative Studies in Education 26:8. http://hdl.handle.net/10552/1842
- Edmonds, C. (2013) Why teachers need to hear the voice and experience of the child with dyspraxia, Research in Teacher Education, Vol 3 (No.1), 5–10.
- Mitchell. H (2013) 'Mentoring in the marketplace' in Teacher education through active engagement: raising the professional voice, Routledge.
- Preston, J. (2013) Whiteness in academia: counter-stories of betrayal and resistance, CSP, Cambridge.
- Boyle, T. & Ravenscroft, A. (2012) Context and Deep Learning Design. Computers and Education, Elsevier, 59, 4, pp 1224-1233
- Chadderton, C. (2012) Problematising the role of the white researcher in social justice research. Ethnography and Education7:3, pp. 363-380. http://hdl.handle.net/10552/1843
- Chadderton, C. & Colley, H. (2012) School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse. Studies in the cultural politics of education 33:3, pp. 329-343. http://hdl.handle.net/10552/1809
- Chadderton, C. (2012) UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies 10:1 http://www.jceps.com/PDFs/10-1-06.pdf.
- Cole, M. (2012) ‘Critical Race Theory in Education, Marxism and abstract racial domination’, British Journal of Sociology of Education 33 (2) March, pp. 167-183
- Edmonds, C. (2012) Diff-ability not disability: right-brained thinkers in a left-brained education system. Support for Learning, 27: 129 – 135
- Firth, R. (2012) Utopian Politics: Citizenship and Practice, London: Routledge
- Preston, J. (2012) Disaster Education, Sense Publishers, Rotterdam.
- Preston, J. & Chadderton, C. (2012) Rediscovering race traitor: towards a Critical Race Theory informed public pedagogy. Race, Ethnicity and Education 15:1, pp. 85-100.
- Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C. & Hernandez-Leo, D. (2012) (Eds). 21st Century Learning for 21st Century Skills. Proceedings of 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Sarbrucken, Germany, September 2012, Springer LNCS.
- Ravenscroft, A., Schmidt, A., & Cook, J. & Bradley, C. (2012) Designing social media for informal learning and knowledge maturing in the digital workplace. Special Issue of Journal of Computer Assisted Learning (JCAL), on Designing and Evaluating Social Media for Learning, (Eds.)
- Ravenscroft, A.,Warburton, S., Hatzipanigos, S., & Connole, G.(2012) Designing and evaluating social media for learning: Shaping social networking into social learning? Editorial for Special Issue of Journal of Computer Assisted Learning (JCAL): Designing and evaluating social media for learning, Vol. 28, 3, pp 177-182.
- Bhopal,K. and Preston,J. (2011) Intersectionality and 'Race' in Education, Routledge: New York.
- Chadderton, C. (2011) Not capturing voices? A poststructural critique of the privileging of voice in research. In Czerniawski, G. & Kidd, W. (eds.) The student voice handbook: Bridging the academic/ practitioner divide. Bingley: Emerald, 73-85. http://roar.uel.ac.uk/1846/
- Mitchell, H and Alexandrou, A (2011) Research in Post-Compulsory Education, Special Issue, Transformation in Post-Compulsory Education, Routledge, ISSN: 1359-6748 Transformation for Social Justice through Democracy and Partnership in Post-Compulsory Education.
- Mitchell, H and Alexandrou, A (2011) ‘Partnerships for Professional Renewal: The Development of a New Masters Programme for Teacher Professional Learning’ (pp ) In: Teacher Learning that Matters: International Perspectives Routledge Edited by M. Kooy and K. Van Veen ISBN 978-0-41588-880-6, 0-415888-808 (Hardback).
- Mostafa, T., Edmonds, C., Preston, J., Green, A., Jenkins, A., Chadderton, C. (2011) The Meso-social benefits of VET for social groups and communities. Report for the European Commission (CEDEFOP).
- Preston, J., Avery, B., Chakrabarty, N. and Edmonds, C. (2011) Emergency preparedness as public pedagogy: the absent–presence of race in ‘Preparing for Emergencies, International Journal of Lifelong Education, 30,6, 749-762.
- Preston, J., Jenkins, A., Green, A., May, T., Obolenskaya, P. and Edmonds, C. (2011) Vocational education and training for the common good: The macrosocial benefits of VET. Report for the European Commission (CEDEFOP).
- Preston, J. and Kolokitha, M. (2011) 'Public support and education campaigns' in Shanty, F. (ed.) Counterterrorism: From the Cold War to the War on Terror, ABC-CLIO: California.
- Preston,J. (2010) Concrete and Abstract Racial Domination, Power and Education, 2, 2; 115 - 125.
- Preston,J. (2010) Prosthetic white hyper-masculinities and disaster education, Ethnicities, 10, 331-343.
- Ravenscroft, A. & Boyle, T. (2010) A Dialogue and Social Software Perspective on Deep Learning Design, Special Issue of Journal of Interactive Media in Education (JIME), Open University Computers and Learning Research Group (CALRG) 30th Anniversary, 2010, 12. ISSN: 1365-893X, (23 pages).
- Ravenscroft, Warburton, Hatzipanigos & Conole, Vol. 28, 3, 235-249.Ravenscroft, A. (2010) Dialogue and Connectivism: A new approach to understanding and promoting dialogue-rich networked learning, International Review of Open and Distance Learning, Special Edition: Connectivism: Design and delivery of social networked learning. (Eds) George Siemens and Gráinne Conole, Vol 12, No 3, pp 139-160.
- Cole, M. (2009) Critical Race Theory and Education: A Marxist Response, New York and London: Palgrave Macmillan.
- Moore, D., Yuan, T., Reed, C., Ravenscroft, & A. Maudat, N. (2009) Informal Logic in Human-Computer Dialogue, knowledge Engineering Review, 3 (26) 2011.
- Preston, J. (2009) Preparing for Emergencies: citizenship education, whiteness and pedagogies of security, Citizenship Studies, 13, 2, 187-200.
- Preston,J. (2009) White Apocalypse: Preparedness Pedagogies as Symbolic and Material Invocations of White Supremacy. In Jennifer A Sandlin, Brian D Schultz and Jake Burdick (eds.) Handbook of Public Pedagogy, London: Routledge.
- Ravenscroft, A. (2009) Social Software, Web 2.0 and Learning: Status and implications of an evolving paradigm, Special Issue of Journal of Computer Assisted Learning (JCAL), Vol 21, Issue 1, 2009, pp 1-5.
- Ravenscroft, A., Sagar, M., Baur, E & Oriogun, P. (2009) Ambient pedagogies, meaningful learning and social software, In Hatzipanagos, S. & Warburton, S. (2008), (Eds.), Handbook of Research on Social Software and Developing Community Ontologies, IGI Global Publishing, pp 432-450.
- Preston, J. (2008) Protect and Survive: “Whiteness” and the middle class family in civil defence pedagogies, Journal of Education Policy, 23, 5, 469-482.
- Ravenscroft, A. & McAlister, S. (2008) Investigating and promoting educational argumentation: towards new digital practices. International Journal of Research and Method in Education: Special Edition on Researching argumentation in educational contexts: new methods, new directions, Edited by Caroline Coffin and Kieran O’Halloran, Vol. 31, No 3, pp 317-335.
- Ravenscroft, A. & McAlister, S. (2006) Digital Games and Learning in Cyberspace: A Dialogical Approach, E-Learning Journal, Special Issue of Ideas in Cyberspace 2005 Symposium, Vol. 3, No 1, pp 38-51.
- McAlister, S., Ravenscroft, A & Scanlon, E. (2004) Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC, Journal of Computer Assisted Learning: Special Issue: Developing dialogue for learning, Vol. 20, No 3, pp. 194-204 ISSN 0266-4909/02.
- Ravenscroft, A. (2004) From conditioning to learning communities: Implications of 50 years of research in eLearning interaction design. Association for Learning Technology Journal (ALT-J), accepted, Vol. 11, No. 3, pp. 4-18. ISSN: 0968-7769.
- Ravenscroft, A. & Matheson, M.P. (2002) Developing and evaluating dialogue games for collaborative e-learning interaction, Special Issue of Journal of Computer Assisted Learning: Special Issue: Context, collaboration, computers and learning, Vol. 18, No. 1, pp. 93-102. ISSN 0266-4909/02.
- Ravenscroft, A. (2001) Designing e-learning interactions in 21C: Revisiting and re-thinking the role of theory, European Journal of Education: Special edition on On-line Learning, Vol. 36, No. 2, pp. 133 - 156. ISSN 0141 8211.
- Ravenscroft A. & Pilkington, R.M (2000) Investigation by Design: Developing Dialogue Models to Support Reasoning and Conceptual Change, Invited paper for Special Issue of International Journal of Artificial Intelligence in Education, Analysing Educational Dialogue Interaction: From Analysis to Models that Support Learning. Volume 11. Part 1, pp. 273-298 (ISSN 1560-4292). (ISSN 1560-4306).
- Ravenscroft A. (2000) Designing Argumentation for Conceptual Development. Computers & Education, 34 (2000), pp. 241-255. Elsevier Science Ltd. ISSN 0360-1315.
Grants and funding
The ICPuP projects have attracted over £2Million (£2,333,690 in total) in external funding for research and development projects, from agencies including the Economic and Social Research Council (ESRC), Engineering and Physical Sciences Research Council (EPSRC), Arts & Humanities Research Board (AHRB), European Commission, Nominet Trust, Jisc, the Greater London Authority (GLA), the Olympic Delivery Authority (ODA) and local initiatives. These have supported two major themes of Disaster Education and Technology Enhanced Learning for Social Innovation, plus additional themes in Public Pedagogy, such as Career Progression from School.Most of these projects are high-profile applied research that embodies significant civic engagement through collaborating with local, national and international agencies that have direct impact ‘on the ground’. So in addition to their academic merit, these projects influence policy and grass-roots activity, particularly within the locality of East London.
- Scoping project: Improving outcomes for young black men. Funded by London Borough of Hackney. Directors Dr Charlotte Chadderton, Dr Ayo Mansaray, Alice Sampson (approx £20k). Sep 2015 - Jan 2016
- UEL ‘Excellence’ Funded PhD studentship: Digital Media in Therapy: Development & Evaluation of a Participatory Radio Drama Intervention to Improve Psychotherapy Outcomes among At-Risk Youth with Conduct Disorder, UEL ‘Excellence’ Funded PhD studentship, a collaboration between Education, Psychology and Performing Arts UEL and Mental Health And Substance Misuse Services in London, Approx. £63,000. Started August 2015
- Capital Grant for RadioActive101: awarded by UEL Research Support and Development Service (REDS) as part of its Research Capital Scheme, £15,000 awarded. July 2015
- PhD Studentship - Addiction, At-Risk Youth & Digital Media: Development & Evaluation of an Internet Radio Intervention to Reduce Substance Misuse among Excluded and Hard-to-Reach Youth. UEL Vice Chancellors Funded PhD studentship, a collaboration Between Education, Psychology and Performing Arts. (Sep 2014 – 2017). Approx. £60,000
- A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity. Funder: Aldgate and Allhallows Foundation (£25,000)Director Dr Charlotte Chadderton (Sep 2014 – 2019)
- After Connexions: Secondary Transitions without guidance? Better Careers Education, better outcomes. Director Dr Charlotte Chadderton, Funded by Greater London Authority (£65k). Oct 2013- Aug 2014
- Mass population response to critical infrastructure collapse - a comparative approach
- Funder: ESRC (£465,000)
- Professor John Preston (PI)
- (Jan 2013 – Jan 2016)
- RadioActive Europe: Promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media Funded by EC Lifelong Learning Programme (EC LLP), 390,000 Euros (GBP £316,000). Principal Investigator: Prof Andrew Ravenscroft (Jan 2013-Dec2014), radioactive101.eu Partners: Pontydysgu (Wales), University Koblenz-Landau (Germany), Media and Jounalism Research Centre (Lisbon, Portugal), Observatory for Lifelong Learning Development (Bucharest, Romania), Knowledge Innovation Centre (Malta).
- RadioActive101: Engagement, informal learning and employability of disenfranchised young people through internet radio and social media. Funded by Nominet Trust, £119,630. Principal Investigator: Prof Andrew Ravenscroft (April 2012 – October 2013), radioactive101.org Partners: Pontydysgu (Graham Attwell), Inspire! (David Blagbrough), Yoh! (Ergel Hassan) and Dragonhall (James Dellow).
- Digging by debating: linking massive datasets to specific arguments. Winner of the international ‘digging into data challenge’ 2011. Co-funded by JISC, ESRC, AHRB and NEH, total funding £231,030. Principal Investigator for UK team: Prof Andrew Ravenscroft (Jan 2012 – January 2014), diggingbydebating.org Partners: University of Dundee (Prof. Chris Reed), University of London (Dr David Bourget), Indiana University (Prof. Katy Borner and Prof Colin Allen).
- The Westfield Transport Observation Exercise funded by the Olympic Delivery Authority. UEL collaborated with Parsons Brinckerhoff (the world-leading engineering company), the ODA and Transport for London (TFL) on this large-scale Consultancy and Community Action Research Project. It involved observations, analysis and interpretation of public behaviour and communication linked to transport to inform about readiness for the London 2012 Olympics. These were based around the Westfield Shopping Centre in Stratford, in 2011. Co-funded by ODA and TFL, total funding £98,725 Partners: Parsons Brinckerhoff
- Game Theory and Adaptive Networks for Smart evacuations
- Preparedness Pedagogies and Race: an interdisciplinary approach
- Funder: ESRC, £75,791
- Project website: http://s290179663.websitehome.co.uk/prepare/