Newsletter 2011 - Earli

January 2011Contents1. Welcome2. News and Events- SIG 10 & 21 Patchworks Conference- Welcoming Alessio Surian- Call for Jure Co-ordinator- A tribute to Ed Elbers- SIG21 EARLI 2011 invitedsymposium3. Publications, Research Activities andCommentaries4. SIG Officers and Contact DetailsSIG 21 Learning and Teaching inCulturally Diverse SettingsNewsletterWelcomeDear SIG21 colleagues:We are now on the 5 th newsletter since SIG 21began and our group has been running for 4 years.This SIG was founded by Ed Elbers and Guida deAbreu as a means of giving a much needed voiceand focus to researchers, academics andeducationists interested in cultural diversity inteaching and learning. There was recognition thenthat ethno-cultural diversity and migratorypractices presented challenges within educationalsettings, and this challenge is still ongoing.At the last EARLI conference in Exeter, 2011 wewere sorry that Ed Elber’s time of office as one ofour SIG21 coordinators has come to an end. Ed’swork in building the momentum and success ofSIG 21 has been invaluable. Through his work wehave had a strong presence at the main EARLIconferences through the invited symposia (seebelow for more discussion on this), submittedsymposia and individual presentations. Ed has alsohad a vital role in establishing the specialist SIGconferences and this is endorsed by the success ofthe Utrecht conference in 2010 Moving throughcultures of learning.It is my pleasure and privilege to be able to passon a big Thank You to Ed on behalf of the SIG21 members and coordinators for all the work hehas done for SIG 21. I know Ed will continue todo work with SIG 21 (including being a keynotespeaker at the next conference!) so we will still beable to see him at our meetings.We are very pleased to be able to welcome a newco-ordinator for SIG 21, Alessio Surian from theUniversity of Padova. Alessio has taken over fromEd as one of the co-ordinators and you can read alittle about Alessio and his work below. Guida deAbreu also continues in her second term on theSIG.We will have an important role to fill on our SIG21 coordinator’s team. We are currently lookingfor a postgraduate student to be a Jure coordinatorfor the SIG. This is a very importantrole and you can read more about applying for thisbelow.I hope that you enjoy the newsletterBest wishesSarah Crafter (Newsletter Editor)News and Events

SIG 10 & 21 ConferencePATCHWORKS: Learning Diversities30 AUGUST – 1 SEPTEMBERhttp://www.earli.org/resources/sigs/sig%2010/patchwork_FirstCallFlyer.pdfThe aim of the meeting is to provide a forum for the exchange of research findings and new ideas onthe theme of Patchworks. Learning diversities. Continuing the reflection started in Utrecht 2010, at theMoving through cultures of learning meeting (http://sig10and21meeting.risbo.org/index.php?mnu=1), thefocus of this meeting is to examine the dynamics by which practices of learning and institutions evolve,as learners, knowledge and educators move through different social spaces, meet and interact, as whiledrawing with them their languages, values and cultural references. This theme provides ample space fordiscussion both for the separate SIGs – social interaction in learning and instruction as well as culturaldiversity - and for the SIGs jointly. In addition, special attention will be given to the educational realitiesand challenges in Serbia today.KEY NOTE SPEAKERSEd Elbers (University of Utrecht),Tinde Kovač Cerović (University of Belgrade),Jaan Valsiner (Clark University, Worcester, MA).IMPORTANT DATESJanuary 1, 2012. Second call for proposalsFebruary, 1 2012. Deadline for search for partnersApril 1, 2012. Deadline for submission of proposalsMay 1, 2012. Notification of acceptance of proposalsJuly 1, 2012. Publication of papers full textsDetails on how to submit are available on the website link.New SIG 21 Coordinator – Alessio SuranAlessio Surian works as a lecturer and researcher at the FISPPA (Filosophy,Sociology, Pedagogy, applied Psychology) Department of the University ofPadova (Italy) where he teaches interpersonal communication, group dynamicsand educational planning. He is part of the Stede Master Mundus faculty,http://www.em-stede.eu/Over the last years he has been involved in training teachers, youth and socialworkers and in developing intercultural learning materials. He is an expert in the Intercultural CitiesNetwork supported by the Council of Europe and the European Commission.In Italy he has been investigating youth and teachers attitudes towards diversity in formal and nonformaleducation activities. In Argentina and Latin America he has been collaborating with the University ofBuenos Aires in participatory action-research on housing rights.

New Jure Co-ordinator needed….Are you a postgraduate student who is interested in issues of cultural diversity and teaching andlearning?If so, SIG 21 needs a new Jure co-ordinator to join this team. You will join the co-ordinators of SIG 21and help to liaise with new postgraduate students into the section. It is vitally important that new, upand-comingacademics of the future have a voice in this area of research. You will help give them thatvoice.The role can include:- communicating with graduate and postgraduate members of the group- arranging a workshop sessions/jure conference day at the SIG conferencesThis is a great opportunity to add research activity to your CVs and completing a skill set that wouldn’tbe available to other postgraduate students.A tribute to Professor Ed ElbersAs mentioned at the beginning of this newsletter, one of our founding co-ordinators, Ed Elbers,stepped down after serving his full four years in the role. We thought this would provide us with anexcellent opportunity to pay a small tribute to Ed and the great work that he has done in the area oflearning and teaching in culturally diverse settings.The conception of SIG21, or perhaps the spark of the idea for SIG21 began in the EARLI conferencein Padova in 2003. A group of us interested in teaching and learning in culturally diverse settings sat outin the sunshine to listen to Ed discuss his ideas for bringing together a group of people interested inculture, migration and ethnicity in learning. This was followed up some time later with a Special Issueled by Ed and Guida on the ‘The social mediation of learning in multi-ethnic schools’ published in theEuropean Journal of Psychology of Education (2005).Ed´s passion for research in this area, his presence at main EARLI conferences, his support of new andestablished researchers and his vision of bringing researchers together inspired many of us. With endlessenthusiasm he organised many symposia for EARLI conferences creating opportunities for sharingknowledge, ideas and dialogue. Having established the informal network the natural step was thefoundation of the SIG 21, which had its first official meeting in the EARLI conference in Budapest(2007). Ed also brought with him the support and collaboration of SIG 10, which is visible in jointorganisation of the SIGs Biennial Meetings. It is also worth mentioning the very successful SIG 10 and21 conference in Utrecht in 2010 which Ed played a key role is organising.In his wider academic life Ed has worked as developmental psychologist at Utrecht University, theNetherlands since the 70ties. His work is grounded in a socio-cultural approach of learning anddevelopment with a focus on how these processes happen in interaction with socio-cultural contexts.Within this broad framework Ed has contributed to a wide variety of themes in which this interactiveapproach became evident such as the role of the interaction between children and professionals inpsychological experiments, the learning that happens in families through parent-child interaction,patient-doctor communication, and the interaction between pupils and teachers in multi-ethnicclassrooms. It is the latter for which SIG21 members know him for the most, as it was through thiswork that inspiration for SIG21 was born.SIG21 also came about because of Ed’s combined interest in basic theoretical issues of developmental

psychology with one in the (cultural) diversity of social contexts in which development takeplace. Opposing one-dimensional views on which cognitive processes are studied through standardizedtests, he has for a long time worked from a vision in which the study of social interactions is seen as amicro cosmos, a place that rests at the intersection of the social and the psychological and in which boththe psychological and the social becomes visible. Ed has published widely during his career ininternational journals about topics on learning and teaching in culturally diverse settings. On behalf ofall members of SIG21 we wanted to take this opportunity to thank him for his generous time anddedication in setting up our SIG and helping it thrive.EARLI SIG 21 Invited Symposium – a short reportAt the last EARLI conference in Exeter (2011) SIG 21 were invited to give a symposium. Thesymposium was titled ‘Teachers and Migrant Students’ Home Cultures’. The organiser was EdElbers (Utrecht University, Netherlands) and the Discussant was Charles Max (University ofLuxembourg, Luxembourg).There were three presentations within this symposium. The first was by Alessio Surian from theUniversity of Padova which was titled ‘Migrant youth’s experiences and educational narratives in ItalianSociety’. His presentation looked at Italian trainers who promote intercultural education. Through thissecond generation of trainer Alessio sought to understand the concept of Social Intentionality to makesense of what the trainers do within schools. He used data collected from in-depth interviews, focusgroups and an online questionnaire.The second presentation was by Abreu, Crafter, Hale and O’Sullivan-Lago and looked at ‘Teachers’representations of immigrant students and their home cultures: A dialogical self analysis. The authorsexamined how an analysis using concepts from the Dialogical Self can contribute to furtherunderstanding of the processes involved in teachers’ constructions of their immigrant students.Focusing on “Who is the other in relation to who I am?” we aim to empirically examine the impact ofteachers’ constructions of themselves in their constructions of their students and families.The final paper within this symposium was by Mariette de Haan, Ed Elbers and Inge Wissink looked at‘Parent-teacher conversations: The dialogical nature of culturally diverse pedagogies. This was a study ofparent-teacher conferences between both immigrant and Dutch national parents and their child’steacher. Mariette and Ed analysed the dialogic character of a negotiation process whereby there is acreation of commonality and differences within the discourse.We were extremely lucky to have Charles Max as our discussant as he not only gave a very full andinsightful feedback on each presentation but brought together some ideas which built on all threeprojects. Charles spoke about building bridges between educational and everyday contexts – a boundaryplace or ‘Third Space’ across which cultural contact is made. Charles also drew on the notion of aCultural Contact Zone to look at border practices between formal school and diverse home learningpractices.We would like to take this opportunity to thank Charles for the work he did for the symposium.

Publications, Research Activities and CommentariesRecent ActivitiesCongratulations to Dubravka Knezic whose dissertation was published inOctober 2011.Dissertation: Socratic dialogue and teacher-pupil interactionDubravka Knezic successfully defended her thesis on the 14th of October,2011. Her dissertation investigates the pedagogical potential of the SocraticDialogue. The Socratic Dialogue is a group dialogue where participants try toreach consensus on a fundamental issue. It relies on a set of ground rules andproceeds under strict guidance of a trained facilitator. Rules like ‘check for understanding’ or ‘follow onfrom what has been said’ afford thinking together and promote mutual understanding. This researchshows that after a course in the Socratic Dialogue, student teachers improve their interactive skills inindividual dialogue with pupils. They ask more open-ended questions, allow pupils more time to expressthemselves, ask follow up questions and check for understanding. They also pay more attention tolanguage even though they are not language teachers.http://www.boomlemma.nl/onderwijskunde-didactiek/catalogus/socratic-dialogue-and-teacher-pupilinteraction-1For more information, please email Dubravka to D.Knezic@uu.nl…………………………………………………………………………………………………….Research on unaccompanied refugree minorsDr. Lutine de Wal Pastoor (Norwegian Centre for Violence and Traumatic Stress Studies, NKVTS,Norway) has been working on a project concerning unaccompanied refugee minors in Nordic countries.Lutine is part of the Nordic Network for Research Cooperation on Unaccompanied Refugee Minors(NordURM). NordURM aims to consolidate collaboration regarding research and research training on aNordic level as well as to develop comparative research projects concerning unaccompanied refugeeminors in the Nordic countries.The majority of the participants of the NordURM network are from the Nordic countries. However,NordForsk allows a certain percentage of non-Nordic participants. They will organise two networkmeetings and one workshop for PhD-student/young researchers a year (the workshop is in connectionwith one of the network meetings).A PhD-workshop will be organised 29 February followed by a Network meeting (1-2 March) in Oslothis year. The Norwegian Centre for Violence and Traumatic Stress Studies (NKVTS), will host themeetings in February/March. In June, there will be a network meeting in Ghent/Belgium.If you would like anymore information about this research or the events being organised please contactLutine at: lutine.pastoor@nkvts.unirand.noBook PublicationsBarros, N. (2010). Violência nas escolas: Bullying. Lisboa: Bertrand Editora. [I wrote the Prefácio; I directed theMaster thesis that originated this book]Crafter, S. (2011) The social construction and home and school learning in multicultural communities. InS.Leverett & L.O’Dell (Eds.) Co-constructing practice with children, families and society. UK: Open University & PalgraveMacmillan.

Journal PublicationsIn our newsletter we always publish references to new publications of our members. In thisway, we hope to make publications more easily accessible and to support the exchange ofresearch results among our members. Send the references of your latest publications to thenewsletter editor for inclusion in the next issue!Abreu, G. de & Hale, H. (2011) Trajectories of Cultural Identity Development of Young Immigrant People: TheImpact of Family Practices. Psychological Studies 56(1):53–61 DOI 10.1007/s12646-011-0061-6 ("Special Issue:Contemporary Perspectives on Self and Identity") http://www.springerlink.com/content/j805476036755381/César, M., & Calado, C. (2010). É só para passar o tempo?: Currículos com sentido em educação inclusiva.Interacções, 6(15), 68-114. [On line: http://nonio.eses.pt/interaccoes/] [Nº temático: Investigação e práticaprofissional: Histórias de relação como saber (II), editores Gracinda Hamido & Helena Luís]Crafter, S. (online first 2011). Parental Resources for understanding mathematical achievement in culturallydiverse school settings. Education Studies in Mathematics.http://www.springerlink.com/content/u44272473m3233m5/Crafter, S. (2011) On gaining a cultural identity and ‘being white’: reflexivity and moments of (dis)connection.Psychology of Women’s Review, Vol.13(2), 13-19.Cline, T., Abreu, de.G., O’Dell, L & Crafter, S. (2011). Young peoples’ representations of language brokering.Journal of Multilingual and Multicultural Development., Vol. 32(3), 207-220Crafter, S., & Abreu, de. G. (2010). Constructing identities in multicultural learning contexts. Mind, Culture andActivity, Vol. 17(2), 1-17.Cline, T., Abreu, de.G., O’Dell, L & Crafter, S. (2010). Recent research on child language brokering in the UnitedKingdom. Special Issue on Child Language Brokering: Trends and Patterns in Current Research in MediAzioniJournal of Interdisciplinary Studies on Language and Cultures, Vol. 10, 105-124.Hale, H. C., & de Abreu, G. (2010) Drawing on the Notion of Symbolic Resources in Exploring the Development ofCultural Identities in Immigrant Transitions. Culture & Psychology, 16(3), 395 - 415.http://cap.sagepub.com/content/16/3/395.abstractMelro, J., & César, M. (2010). Educação inclusiva: Desafios à profissionalidade docente e às aprendizagens dosalunos Surdos. Educação Inclusiva, 2(1), 10-17.O’Dell, L., Crafter, S., Abreu, de.G., & Cline, T. (2010) Constructing ‘normal childhoods’: Young people talkabout young carers. Disability and Society, Vol.25(6), 643-655. DOI: 10.1080/09687599.2010.505734O'Sullivan Lago, R., & de Abreu, G. (2010). The dialogical self in a cultural contact zone: Exploring the perceived‘cultural correction’function of schooling. Journal of Community & Applied Social Psychology, 20(4), 275-287.http://onlinelibrary.wiley.com/doi/10.1002/casp.1031/abstractO'Sullivan-Lago, R., & Abreu, G. de. (2010). Maintaining continuity in a cultural contact zone: Identificationstrategies in the dialogical self. Culture & Psychology, 16(1), 73-92.http://cap.sagepub.com/content/16/1/73.abstractSantos, J., & César, M. (2010). Atitudes e preocupações de professores e outros agentes educativos face àinclusão. Interacções, 6(14), 156-184. [On line: http://nonio.eses.pt/interaccoes/] [Nº temático: Investigação eprática profissional: Histórias de relação como saber (I), editores Gracinda Hamido & Helena Luís]Tielman, K., den Brok, P., Bolhuis, S., & Vallejo, B. (online first 2011). Collaborative learning in multiculturalclassrooms: a case study of Dutch senior secondary vocational education. Journal of Vocational Education &Training. DOI: 10.1080/13636820.2011.622448.

http://www.tandfonline.com/doi/abs/10.1080/13636820.2011.622448Lin, W-C, Ching, S., (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedbackinto English writing courses. English Teaching: Practice and Critique, 10(2), 88-103.http://education.waikato.ac.nz/research/files/etpc/files/2011v10n2dial1.pdfReportsCésar, M. (2011). National report: Data collected in Portugal, FAMA project (Relatório sobre os resultadosobtidos em Portugal no projecto FAMA – Family Mathematics for Adult Learners, documento policopiado) [Online: www.familymath.eu]ProceedingsCourela, C., & César, M. (2011a). Práticas de EDS em Educação de Adultos. In Actas da I conferênciainternacional educação para o desenvolvimento sustentável. Políticas, investigação e práticas. Lisboa: Centro deInformação, Divulgação e Acção para o Ambiente e o Desenvolvimento Sustentável (CIDAADS) e Ministério daCiência e do Ensino Superior. [On line:http://www.cidaads.org/images/stories/apresentacoes/Pratica_EDS_ConceicaoCourela.pdf]Courela, C., & César, M. (2011b). Escola e EDS: uma via para a sustentabilidade no exercício da cidadania.Lisboa: Centro de Informação, Divulgação e Acção para o Ambiente e o Desenvolvimento Sustentável(CIDAADS) e Ministério da Ciência e do Ensino Superior. [On line:http://cidaads.org/images/c_c_cidaads_2011.pdf]Conference EventsIntercultural Versus Critical Education –Contrast or Confordance?Södertörn UniversityStockholm, Sweden2011http://www.sh.se/pedagogikPsychology of Women’s ConferenceWindsor Lodge, United Kingdom13-15 July 2011http://www.bps.org.ukGender and Education Association (GEA)ConferenceExeter University, UK27 th – 30 th April, 2011http://www.genderandeducation.com/conferences-and-events/future_conferences/gea-conference-2011/14 th Biennial Conference of EARLIExeter University, UK30 th Aug – 3 rd Sept 2011www.earli2011.org/International Society for Cultural ActivityResearch (ISCAR)Rome, Italy5 th – 10 th September 2011http://www.iscar2011.org/eng/info_iscar.php21 st Annual Conference for the NationalAssociation for Multicultural Education(NAME)Chicago, USA2-5 November 2011http://nameorg.org/SIG Officers and Contact Details

Co-ChairpersonProf. Guida de AbreuOxford Brookes UniversityDepartment of PsychologyGipsy Lane CampusOxford0X3 0BP, United KingdomTel: +44 (0)1865 483773Email: gabreu@brookes.ac.ukhttp://www.psychology.brookes.ac.uk/professorguida-de-abreuNewsletter EditorDr. Sarah CrafterOpen UniversityWalton HallMilton KeynesMK7 6AATel: 0044 (0)1908 332474Email: sarah.crafter@open.ac.ukhttp://fels-staff.open.ac.uk/sarah.crafterCo-ChairpersonAlessio SurianUniversity of PadovaVia VIII Febbraio 235122 Padova, ItalyTel. +390498273930Email: alessio.surian@unipd.itJURE CoodinatorTo be appointed