Secondary Schools and Further Education

Our work with schools and colleges has three aims:

  • to extend the reach and impacts of AHRC-funded research​

  • to assist student learning and preparation for A-Level English Literature assessments

  • to support and enhance decolonising efforts in English Studies​

We have developed a series of lectures and workshops aimed at students working towards the Eduqas A-Level English Literature, and welcome additional opportunities to work with schools and colleges.

 

These activities have been generously funded by the Research Knowledge and Exchange department and the School of Arts, Media and Creative Technology at the University of Salford.

Meet The Team

Jade Munslow Ong

Jade is Lecturer in English Literature at the University of Salford.

"The study of literature allows us to ask big questions about the world. In my work with schools and colleges, I support students in finding their own answers to these questions, whilst trying to absorb all that they have to teach me too!"

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Emma Barnes

Emma is a PhD Student and Research Assistant at the University of Salford.

 

"Throughout my study of literature at school, canonical literature was always the central focus. Now, I enjoy working with schools to introduce students to fantastic works of literature from around the world. The study of literature is a great way to broaden our horizons, and learn about the world around us." 

Hannah Bury

Hannah is a PhD student at the University of Salford researching representations of femininity, madness, and disability in nineteenth-century children's literature. 

 

"I really enjoy working with schools because I love to share my passion for English with others, enabling them to access the joy, creativity, and inspiration that literature can bring."

Testimonials

‘I found so many aspects of this lecture useful! The introductions to key concepts were incredibly clear and will have helped to introduce new concepts to our GCSE students and reinforce existing understanding for our A level/IBac students. The most useful aspect was the introduction to the key concepts of postcolonialism and the concept that a modernist tradition was at work in Schreiner and Plaatje’s writing before it appeared in European modernism. My Head of Department and I are considering how we might use Plaatje’s work in our Comparative A Level coursework next year as a result of this suggestion.

 

The argument that Schreiner and Plaatje are modernist writers gave me a way to teach South African Literature in a meaningful way in my A level classroom. I would like to explore the possibility of teaching Plaatje’s novel (as modernist text) in comparison with a 21st century text as part of the A Level coursework next year.’

– Teacher, Cheltenham Ladies College

‘The lectures build on ideas that we've been introducing and developing with our students over their course, and it is absolutely wonderful to have this reinforced and extended in such a thought-provoking way. My class are really ready for the concepts and terms that are explained so clearly, and they are totally engaged in the vital project of decolonising their world.

The materials provided were pitched exactly right for our students, and gave them plenty of challenge – mine were familiar with the New Woman and also beginning to perceive imperialism and colonialism as major factors in English Literature, but this crystallised a lot of ideas for them and for me. I could hear pennies dropping!

Hannah’s interaction with the students was lovely – she put them at ease and made them feel confident to speak.'

 

– Teacher, Loreto College

‘After participating in such an insightful lecture, I realized how narrow my literary scope is – I am yet to be exposed to literature outside of my culture and those from esteemed British and American writers. The local curriculum needs to change, and I hope that someday I can expand the literary scope in the education sector. It will not be easy, but I aspire to be like Mhudi, fearlessly facing challenges and rising against the social norms.’

 

– Student participant

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It was really helpful to be able to link the contextual features with the text. I found it became easier to do this as I read further, as well as being able to utilise the different concepts that were discussed in the lectures leading up to [the workshops].”

 

– Student participant

'Particularly interesting was the context on the Boer war, the human zoos, the large section of the world falling under the British Empire. I felt listening to the lectures – why aren’t we taught this stuff at school? It felt like a crucial re-consideration of the curriculum.'

 

– Teacher, Carmel College

'The delivered content highlighted (for both me and the students) the current limitations we generally encounter with the exam board, who seem to take preference for white, British male writers. It has prompted me to look for ways to expand the reading list we deliver.

 

[The sessions] successfully consolidated students’ existing approach to unseen extracts (i.e. unpacking key ideas to do with setting, characters, language, tone, themes etc) whilst encouraging them to give (more than usual) weight to contextual ideas and interpretations, especially colonialism and the Empire. I think students found this refreshing as they were given more freedom to connect the dots between social history and literary interpretation.'

 

– Teacher, Loreto College

'The workshop was an excellent opportunity for students to work at university level and gain experience of seminar style teaching.  Emma provided very thought-provoking resources and adapted the pace according to their level of engagement and understanding in a way that was very skilful.'

 

– Teacher, Loreto College

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'No one had ever suggested to me before the idea that modernism wasn’t only an Euro-American innovation. The lectures and workshops have definitely widened my horizons and made me think more about the real origins of literary forms and different types of texts. '

– Student participant

'I really enjoyed [the sessions] and very interesting and necessary to read things in this context. We learn about literary movements but never from an African perspective or any other perspective other than British.'

– Student participant

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