Using photography in research with young migrants: addressing questions of visibility, movement and personal spaces

This article discusses the experience of using photography in a research project with young (prospective) migrants in Ghana and Italy. Photography can be an empowering research tool, one that offers young participants a degree of control over the research process and thus allows their points of view to emerge. However, researchers need to consider that the choice of subjects may be influenced by the children’s desire to avoid taking photographs in public, as they may attract attention and the act of pointing a camera may provoke unwanted questions and comments. Moreover, young people often lack the means to move independently, and this may further restrict the subjects they are able to photograph. Finally, they may resent adults’ intrusion into their free time and therefore see taking photographs as a chore. I argue that all these factors need to receive greater attention when choosing photography in research with young participants

A critical analysis of language policy in Scotland

Language offerings in Scottish universities are diverse and have their own acute sense of their situation. Some have a precarious hold, others are buoyant. In a research and teaching environment increasingly determined by league tables and “power rankings”, this paper considers a variety of insecurities which have manifested themselves in the context of the Gaelic Language Act (Scotland) 2005; in the changing landscape of modern languages, symbolically represented in the university sector; and through the new Curriculum for Excellence for Scottish Schools. In particular, it critically examines some of the less visible aspects and informal forms of language practices which thrive or survive in Scotland today. Drawing theoretically from Cameron (2012), Cronin (2003; 2006; 2012) and Forsdick (2005), and from postcolonial and indigenous scholars of languages, including Tuhiwai Smith (2012) and Muehlmann (2007), the paper considers the legislative environment with regard to language planning in Scotland and offers some theoretical ways forward

Review essay

THE GAZE OF THE WEST AND FRAMINGS OF THE EAST, SHANTA NAIR-VENUGOPAL (ED.) (2012) Basingstoke: Palgrave Macmillan, XV + 264 pp. ISBN: 978-0-230-30292-1, h/bk, £66.0

'You have to be a bit brave' : barriers to Scottish student-teachers' participation in study-abroad programmes

This article reports on a study that examined Scottish student teachers’ attitudes to study-abroad and the reasons underpinning their reluctance to participate in these programmes. Data collection comprised a mixed-methods approach consisting of a survey of 318 student-teachers in one Scottish university followed by semi-structured interviews with 12 volunteers. Descriptive and thematic data analyses revealed that the majority of student-teachers perceived international study experience as useful to their development as teachers. However, their lack of confidence and anxiety about travel were significant reasons about why they did not take up opportunities to study abroad. In particular, fear of not being understood and fear of different cultural norms and practices shaped their decision to remain in Scotland. In order to allay these fears and increase student–teacher participation, the authors suggest universities invest in intercultural competence training, language education and provide detailed briefings as part of the recruitment process into study-abroad programmes

Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine

No abstract available

The role of stories in the design of an online language course: ethical considerations on a cross-border collaboration between the UK and the Gaza Strip

This article discusses the process of negotiating the storyline for videos developed as part of an online Arabic language course. The project was guided by a social-justice-through-education agenda, explicitly aiming to redress the high unemployment rate of language graduates in the Gaza Strip. We illustrate how the international team designing the course gradually moved from talking about intercultural communication to doing intercultural communication during the process of creating the course materials. We also explore the meanings that the stories of the language course carry from the distinct perspectives of the teams based in Scotland and in the Gaza Strip

A Healthy Start? Experiences of Refugee and Asylum Seeking Women in Scotland

Glasgow has been home to an increasing number of asylum seekers since it became one of the main UK dispersal cities, in 1999 (Wren, 2007). Due to the fluid situation determined by the asylum seeker status, there are no definite figures on the number of asylum seeking women 1 who are at various stages of the asylum process. However, based on 2011 figures, the total number of asylum seeking women in Scotland is between 6,000 and 10,000 (Da Lomba & Murray, 2014)

Improving refugee teacher development in Lebanon and Jordan: nurturing teacher identity, relationships, and agency

No abstract available

'I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic

This article discusses the language needs analysis which informed the development of a beginner Arabic language course for Scottish primary education staff who work with Arabic-speaking refugee children and families. Interviews and focus group were carried out with: Scottish educators; Arabic-speaking refugee children; and parents/carers. They highlighted the following language needs for the course: (a) language for hospitality; (b) language for wellbeing; and (c) language for school. In this article we highlight the language needs as identified by refugee pupils and their families and we start a discussion on the importance of teaching a refugee language within formal educational settings

Welcoming Languages

No abstract available