In the 2016-17 Academic Year, the CES Seminar Series and the CES Post-Graduate Seminar Series will merge to create a unified Education Research Seminar Programme.
Seminars will be held each Wednesday during term time, between 1pm and 2.30pm in room C1.11 (unless otherwise stated) and will alternate each week between an internal or external academic speaker and a talk by one of our Post Graduate students or an associate. All members of the university community are very welcome to attend the seminars.
The full schedule of talks for 2016-17 is available here with the next event advertised below with full details. In the meantime, should you have any questions please direct them to Helen Knight, Research Development Officer via h dot j dot knight at warwick dot ac dot uk
Date: Wednesday 21st June 2017
Time: 1 - 2.30pm
Where: S2.77 Cowling Room (Social Sciences)
'Only a child in the eyes of the public': Climate change education research as creative resistance to the present
This paper responds to the need for creative approaches to climate change education that are responsive to the rapidly changing social and environmental conditions of the contemporary world. More specifically, I develop the genre of speculative fiction|philosophy (or ‘speculative phiction’) as a creative research practice that enables children and young people to imagine and populate possible worlds as an act of resistance to an unjust and intolerable present. In doing so, I draw on participatory research undertaken in the Climate Change and Me project, which has mapped children and young people’s affective, creative and ontological relationships with climate change over the last three years. The artworks, essays, videos, photographs, poems and fictional works created through this research were assembled into a public touring exhibition in 2015, and also provided the resources for a transdisciplinary climate change curriculum currently being implemented in primary and secondary schools in regional NSW, Australia. Drawing on examples of children’s research in dialogue with Deleuze and Guattari’s (1994) concepts of geophilosophy and a ‘minor literature’, I consider ways that speculative phiction might offer new conceptual tools for a viral strain of climate change education that proliferates through ethico-aesthetic modes of expression. This analysis leads to a reappraisal of what is ultimately at stake in climate change education, and foregrounds the potential for speculative thinking and creative practices to activate children and young people’s political agency in the public domain.
David Rousell, Centre for Biosocial Research on Learning and Behaviour
Manchester Metropolitan University
David is Research Fellow in the recently established Centre for Biosocial Research on Learning and Behaviour at Manchester Metropolitan University. He is currently working with a team of interdisciplinary researchers and practitioners in the development of experimental research initiatives spanning the arts, humanities, and sciences. David’s recent research and artistic practice has focused on creating multi-sensory and immersive cartographies of learning environments that are responsive to the changing material conditions of contemporary life. David has exhibited his artwork in galleries, museums, and public spaces around the world since 2002, and his research has been published in the International Journal of Education Through Art, the Australian Journal of Environmental Education, the International Journal of Qualitative Studies in Education, and Multi-Disciplinary Research in the Arts. His recently completed projects include Climate Change and Me: Empowering children and young people (2014-2016) and States and Territories: Re-imagining university learning environments for the Anthropocene (2013-2017).