Skip to content

Next Round of Wellcome Trust Investigator Awards in Science Open for Applications – closing date 12 March 2018

Investigator Awards in Science are provided by the Wellcome Trust for the purpose of providing all who hold established posts in eligible organisations with the same opportunity to obtain funding. Awards provide flexible support at a level and length appropriate to enable researchers to address the most important questions of relevance to the Trust’s scientific remit. Awards may be small or large, but applicants should set out a compelling case for their research, while ensuring that their proposal and requested funding are appropriate to their experience to date and distinct from other research income that they may already hold.

Applications are judged relative to career stage, ie:

  • Researchers in the early stages of their independent career should be able to show that they can innovate and drive advances in their field of study, and demonstrate considerable promise for the future. Their research, funding and training track records should be strong relative to their career stage.
  • Researchers with more experience are expected to have achieved more in terms of the originality and impact of their research, their track record of attracting research grant support, and success in training and mentoring others. Senior researchers should be internationally recognised as a leader in their field.

Research proposed should not replace activities already supported in the institute.

Applicants must be based at an eligible higher education or research institution in the UK, Ireland or a low- or middle-income country. Applicants should be employed in an established academic post, ie a permanent, open-ended or long-term rolling contract, salaried by the host institution. Applicants are also eligible if they have a written guarantee of an established academic post at the host institution, which they will take up by the start of the award.

Applicants based in a low- or middle-income country in sub-Saharan Africa, south-east Asia or south Asia (with the exception of India), are eligible to apply if they fulfil the above eligibility criteria and are working within the Trust’s broad science funding remit. Applicants based in a low- or middle-income country outside the areas mentioned above are eligible to apply only if they are carrying out research in the fields of public health and tropical medicine.

Applicants in the early stages of an independent research career should:

  • Have a strong track record in research, relative to the stage of their career and research experience to date.
  • Have published significant intellectual contributions to research.
  • Have begun to forge an international reputation for excellence in their field.
  • Show evidence of achievement as an independent researcher in their chosen area, eg by the award of research grant funding.
  • Have begun to establish a training record and experience of coaching or mentoring less experienced researchers.

More senior researchers, depending on experience to date, are expected to:

  • Be an internationally recognised research leader in their field.
  • Have made significant contributions, demonstrated by a strong record of important publications or other outputs.
  • Have a track record of attracting significant research support from major funding bodies.
  • Have a strong training record supporting the development and mentorship of less experienced researchers.

Applications are encouraged from researchers who have worked in industry or other non-academic research environments, or have taken career breaks, and joint applications are welcomed from two researchers with complementary expertise working closely together on a shared proposal.

Royal Society and RCUK researchers may be eligible to apply and are advised to contact the Trust.

Awards can be small or large, typically up to £3 million, and last up to seven years.

Applications should be submitted through the Wellcome Trust Grant Tracker system by the closing date of 12 March 2018.

International Centre for Public Pedagogies Seminar Series – Wednesday 24th January 2018, 1-2pm, ED 2.04

International Centre for Public Pedagogies Seminar Series

We are delighted to announce the following seminar.

Wednesday 24th January 2018
1-2pm

ED 2.04
Amanda Henshall, University of Greenwich

A force for good, or policing the poor? Police officers based in schools in England.

Concerns about youth violence and the radicalisation of pupils have contributed to the deployment of onsite police officers in schools in England, particularly since the implementation of Safer School Partnerships from the early 2000s onwards.

There has been little research undertaken on the work officers do, and how pupils experience the presence of police in their schools. This presentation will focus on recently published research, based on data obtained through a Freedom of Information request to all police forces in England and Wales. The study found that 17 of the 43 police forces base officers in schools. In London specifically, officers were found to be based in 182 secondary schools. Using school characteristics data, the study showed that officers were more likely to be based in schools with a higher percentage of pupils eligible for free school meals.

In the US, where some ethnographic research has been carried out, studies show that the presence of police officers on school campuses may result in the escalation of minor infractions of school rules into criminal offences, and contribute to the school-to-prison pipeline. This research highlights the need for further study on the role of officers in schools in England, and to what extent their presence benefits, or otherwise, the schools and the pupils. The talk would be relevant to anyone working in or researching the secondary school phase, and/or interested in surveillance in contemporary society.

Dr Amanda Henshall has been a Research Fellow in Education at the University of Greenwich since 2016. From 2013-15 she was a Senior Lecturer in Education at Greenwich, and has also taught at the University of Cumbria (London Campus). Previously, Dr Henshall worked as a researcher at the well regarded children’s charity the National Children’s Bureau, and at the University of London’s Institute of Education. Before taking her Masters and PhD at the University of Lancaster, she was a secondary school teacher of English and worked in a variety of settings, including with children who were out of school.

Amanda Henshall (2017): On the school beat: police officers based in English schools, British Journal of Sociology of Education, DOI: 10.1080/01425692.2017.1375401

The International Centre for Public Pedagogy (ICPuP) was founded in 2013, it is based in the Cass School of Education and Communities, and is cross-disciplinary with other members from Psychology and Performing Arts. Public pedagogy is a relatively new area of educational scholarship that considers the application and development of educational theory and approaches beyond formal schooling. Public pedagogy therefore includes analysis, investigation and action research in contexts such as cultural education, public spaces, non-formal learning, technology and education, popular culture and political struggle. The centre hosts seminars once a month during term time. Staff from all schools and students are welcome.

UEL Research Seminar – Cass School of Education and Communities, 10 January 2018 Room, 13:00-14:00, ED.2.04

Dear colleagues,

You are warmly invited to:

UEL Research Seminar
Cass School of Education and Communities
10 January 2018
Room ED.2.04
13:00-14:00
Organised by the International Centre for Public Pedagogies (ICPUP)

Speaker
Alice Bradbury

Title
Schools’ obsession with data: the impact on teachers, students and pedagogy

Abstract
Drawing on the arguments made in my 2017 book The Datafication of Primary and Early Years Education (with Guy Roberts-Holmes), this seminar will focus on the impact of data on the every-day classroom practices of teachers, how students are constituted as learners, and how teachers see their roles in school. Interviews with teachers from primary schools and early years settings will be used to explore how policy imperatives demand data-driven subjectivities in schools. This is placed in to a wider context of high-stakes testing and international forms of accountability.

Chair
Andrew Wilkins

Biography
Alice Bradbury is Senior Lecturer (Associate Professor) in the Sociology of Education in the Department of Education, Practice and Society at the UCL Institute of Education. Her research explores the relationship between education policies and inequality. Alice’s work examines the impact of policy in primary and early years education on issues of social justice, using poststructural theoretical frameworks and critical race theory to consider both individual and structural inequalities in education. Publications include her books Understanding Early Years Inequality: Policy, assessment and young children’s identities (2013, London: Routledge) and The Datafication of Primary and Early Years Education (2017, London: Routledge, with G. Roberts-Holmes), and journal articles on various policies including Reception Baseline Assessment, the Phonics Screening Check and contextual value added scores. She is currently completing a project exploring practices of grouping by ‘ability’ and the impact on equity in primary schools in England.

Photos from 2017 Undergraduate & PhD Research Poster Event

Paul Mellon Centre Senior Fellowship Grants Open to Applications

The Paul Mellon Centre for Studies in British Art offers two nine-month full-time Senior Fellowships of £32,000 each specifically designated for:

  • The completion of a book or other such major study for immediate publication (printed or online).
  • A period of sustained research for a clearly defined major project which will lead to a publication (printed or online), a catalogue or an exhibition.

Fellowships offer funding to release Fellows from teaching and/or other employment responsibilities and provide them with an extended and defined period to devote to writing or research. They are designated for prominent and established scholars in the field of British art or architectural history. Senior Fellowships may not be taken for less than the nine-month period offered and they must be taken on a full-time basis. Applications for shorter periods will not be accepted.

Fellowship funds are offered either to the Fellow’s university or institution to cover replacement teaching or staff costs or as a grant to an independent or freelance scholar. An award paid to a university or an institution to cover teaching, curatorial or staff replacement costs must be used for that purpose only. The Centre does not pay full economic costs.

Senior Fellowships are for the academic year 2018/2019 and may be taken between September 2018 and September 2019. Fellowships cannot be deferred to later academic years nor can they run concurrently with a Fellowship awarded by another institution.

The deadline for applications is 31 January 2018.

http://www.paul-mellon-centre.ac.uk/fellowships-and-grants/opportunities/senior-fellowship-grants/season/spring-2017