Cardiff School of Education and Social Policy Research Group and Seminar Programme 2022-2023
All sessions Teams, 1-2pm
If you are based outside of the CSESP and are interested in attending one of our research seminars, please email: email@example.com
Nick Young & Kieran Hodgkin
Student perceptions and experiences of the transition to university in Wales during COVID-19
|This session will explore student perceptions and experiences of the transition to university during the COVID-19 pandemic in Wales. Using evidence from a recent research project, we will be reflecting on our current practices and providing recommendations for schools, colleges, and universities.|
Dr Jo Aubrey
"I could’ve been out playing!": Engaging children as participants in qualitative research
Jo will present some of her experiences of involving children as participants in qualitative research both in the UK and internationally; this will include some reflections on historical context, ethical and safeguarding considerations, and will conclude with a case study of some of her most recent research with children from the Gypsy and Traveller community in North Wales.
Gemma Mitchell, Dr Joann Warner and Dr Mirain Rhys
Educator Well-being: a phenomenon in Welsh education culture?
Join Gemma, Mirain and Joann as they define the highs, and lows, of their research journey when exploring the well-being needs of educators in Wales during a time of transformational reform. This session will draw upon evidence derived from two data sets pertaining to two separate funded projects; (i) Welsh Government: Leadership for Teacher Well-being Resources, and, (ii) Learned Society of Wales: Professional Learning Allied Network for Well-being of Teachers (PLANWT). This session aims to encourage critical discourse about the systems, approaches and rhetoric that surrounds the promotion of well-being concepts and provision in Education.
Dr Nick Taylor-Collins
‘The taming shrew: Agnes in Maggie O’Farrell’s Hamnet as (early) modern husbander’
|||Whilst attention has already turned to Hamnet’s affiliation with and debt to Shakespeare’s tragedy, Hamlet (O’Neill, 2020), another play, The Taming of the Shrew (1594), now merits an intertextual reckoning to help understand the protagonist Agnes. Shrew’s Katherina is headstrong and animalistic, like O’Farrell’s Agnes. Katherina’s successor—Maria—from John Fletcher’s Shrew sequel, The Woman’s Prize (1611), offers another significant staging post for Agnes. Maria fully overcomes any ambiguity about wife–husband relations in Shakespeare’s play, asserting the deft and conquering power of a shrewish woman.|
Boosted by O’Farrell’s declared intertextual influences from other early modern texts covering botany and falconry, it becomes clear that O’Farrell does not merely update an early modern tragedy in Hamnet through twenty-first century emotions of grief and guilt, but more concretely organises her narrative around early modern husbandry—just as Shakespeare did in Shrew. In this chapter, I argue that through this intertextual engagement, Hamnet becomes a novel recasting womanhood as typically ‘masculine’ proactive manipulation of nature, rather than the narrative of a meek wife set to inherit her husband’s second-best bed. Hamnet, too, becomes a sequel to Shrew.