BEGIN:VCALENDAR
PRODID:-//Columba Systems Ltd//NONSGML CPNG/SpringViewer/ICal Output/3.3-
 M3//EN
VERSION:2.0
CALSCALE:GREGORIAN
METHOD:PUBLISH
BEGIN:VEVENT
DTSTAMP:20220527T104844Z
DTSTART:20220615T130000Z
DTEND:20220616T120000Z
SUMMARY:Levelling Up Education: New Approaches to Place\, Work and Educat
 ion
UID:{http://www.columbasystems.com/customers/uom/gpp/eventid/}n1q3-l3ob3v
 1u-o13ukx
DESCRIPTION:Hosted by the Manchester Institute of Education (MIE) and the
  Academic College\n\nDay ONE: 2-6pm\, 15 June 2022\n\nDay TWO: 9:30am-1p
 m\, 16 June 2022\n\nParticipants include:\n\nKate Green MP\, former Shad
 ow Minister for Education\n\nProf Ruth Lupton\, Honorary Professor of Ed
 ucation \, MIE\n\nProf Richard Jones\, Vice President for Regional Innov
 ation and Civic Engagement\, University of Manchester\n\nDr Eric Lybeck\
 , Presidential Fellow\, MIE\n\nThe event will be HYBRID with live talks 
 in the Beyer Lecture Theatre. These will also be livestreamed via the Ac
 ademic College (www.academiccollege.org)\n\nThe event is FREE\, but we w
 ould ask that you register indicating whether you will be attending in p
 erson\, online or via catch-up.#LevelUpEd\n\nFor over 40 years\, a liber
 al\, individualistic approach to education has dominated policy and peda
 gogy based on the assumption that more education leads to greater social
  mobility. While true for select talented (and lucky) individuals\, it i
 s becoming increasingly clear that aggregate levels of mobility across d
 imensions of class\, ethnicity\, gender\, migration status and more have
  stagnated or are declining. Even more troubling: the expansion of crede
 ntials without corresponding growth in jobs may well be producing greate
 r precarity across all occupations and statuses. Culturally\, this condi
 tion produces swelling resentment amongst non-credentialled\, often olde
 r\, populations against professional\, political and media ‘establishmen
 ts’ — who too often return this disdain through blanket dismissals of ot
 hers’ intelligence. Meanwhile\, younger student populations experience c
 risis levels of anxiety earlier and earlier in life as all are compelled
  to compete in this overheating hamster wheel. The global popularity of 
 Squid Game is testament to the scale of shared experience of this damagi
 ng liberal paradigm around the world.\n\nYet\, bringing the particularit
 ies of regions and ‘place’ back into our analysis only intensifies aware
 ness of these emergent dynamics. Clearly some places are doing better th
 an others at reproducing and aggregating the social advantages that educ
 ation is designed to make and distribute. Further\, disadvantaged places
  too often exhibit multiple\, overlapping forms of social deprivation\, 
 of which educational attainment is just one element in systemic\, place-
 specific problems. The government in the UK have begun talk of ‘Levellin
 g Up’ regional economies\, though they retain a Schumpeterian faith in t
 echnology that has also failed to deliver on promises in recent decades.
 \n\nWe need to begin to rethink education from the ground(s) up. We need
  to ask new questions including:\n\n- Does everyone and every place requ
 ire the same education?\n- Can we rethink the ‘ends’ of education as bei
 ng not just academic/university credentials?\n- How has the pandemic and
  changes to hybrid working effected the relationship between education\,
  work and place?\n- Can we remove ‘deficit’ thinking in education\, by r
 eflecting on places as systems where all contribute and learn in differe
 nt ways?\n- Can we rethink the way advanced knowledge — both intellectua
 l and practical/craft knowledge — are integrated and developed in places
 ?\n- Can we usefully develop typologies of different knowledge ecologies
  that are suited to\, for example\, post-industrial towns or seaside vil
 lages?\n- Can we develop (in fact\, recover) place-based education and c
 urriculum?\n- How do we co-develop these kinds of place-based curricula 
 with communities themselves?\n- Can we map and understand the overlappin
 g dynamics between power\, place and knowledge? What are some major regi
 onal differences to consider alongside education?\n- Can we contribute t
 o policy discussion around ‘levelling up’ through well-conceived strateg
 ies to link research\, policy and practice?\n- Can we critically interro
 gate the idea of ‘levelling up’? Who do we privilege and who do we exclu
 de by prioritising this frame?\n- What does ‘Levelling Up’ mean in a glo
 bal context? Do the term and issues apply elsewhere?\n- Can we develop a
  non-individualistic\, civic approach to education that understands thes
 e relational dynamics between place\, work and knowledge?\n\nAnd\, count
 less other questions rooted in any number of national\, disciplinary\, p
 rofessional\, and political backgrounds. All are welcome!\n\nRead more a
 bout Place-based Education Policymaking HERE: https://blog.policy.manche
 ster.ac.uk/posts/2022/03/levelling-up-education-what-place-based-educati
 on-could-look-like/
STATUS:TENTATIVE
TRANSP:TRANSPARENT
CLASS:PUBLIC
LOCATION:Beyer Lecture Theatre\, Beyer Building\, Manchester
END:VEVENT
END:VCALENDAR