UCL Culture is delighted to announce the awardees in the latest round of Train and Engage funding.
Train and Engage is a training and funding program for postgraduate research students, who are looking to connect their work with public groups.
The unit is proud to have funded 5 projects in the latest round of funding and brief summaries are below.
- Chuckie Fer Calsado – Curriculum, Pedagogy and Assessment - Institute of Education.
Curriculum Enrichment: STEM and Indiginous Knowledge for Lumad Bakwit School.
The project aims to gather and mobilise volunteer STEM educators in enriching the current STEM curriculum of the Lumad Bakwit Schools and in crafting essential learning materials for them. The Lumad People are an etholinguistic group in Mindanao, Philippines: they have been forcibly displaced from their ancestral lands where their culture is deeply rooted, and where their community schools are situated. Seeking refuge in evacuation areas through the help of support groups, Lumad ‘Bakwit’ (from the word ‘evacuation’) Schools were built to continue their education. These makeshift classrooms in evacuation centers serve as their school. This project aims to provide a venue for open discussions with the volunteer educators on the realities of the people from the countryside, such as that of the Lumad People’s struggle for the right to education and self determination
- Tabitha Millett – Culture, Communication and Media - Institute of Education.
Queering the Art Classroom Collaborates.
This project is an exhibition of five London-based early career artists, which will take place in September 15-26th at the National Trust’s Sutton House. The artists involved will be making work in response to a June exhibition, which is comprised of student work from three GCSE classes in London who have made work with Queering the Art Classroom (QTAC), exploring gender and sexuality. The aim of Queering the Art Classroom Collaborates is to provide a platform for emerging LGBTQ+ artists. The project will also run workshops for schools and the public throughout the duration of the exhibition. This particular project is driven by a desire to connect local school students with artists and give them the opportunity to work with industry professionals.
- Diana Margot Rosenthal – Population, Policy and Practice - UCL Great Ormond Street Institute of Child Health.
Walk In My Shoes.
This project sets out to facilitate a series of creative and collaborative skill-based workshops with homeless mothers of children under-5 and to produce an exhibition promoting public awareness of child homelessness and the challenges encountered in meeting the Healthy Child programme recommendations when living in temporary accommodation. We will work together with mothers to translate the research data gathered through citizen science approaches into a map quilt, creating a visual representation of the barriers they personally face when trying to engage with health care services and supporting their children to meet developmental milestones. These workshops will be hosted at The Magpie Project, Newham, where their children will be in a supportive and safe space as their mothers develop transferable skills to sustain in the long term, as many are currently unable to work due to their immigration status. These efforts will culminate in a week-long art exhibition and programme of talks, as well as further visualisations of the project data produced by local artists in a public space.
- Choong Ling Liew-Cain – Space & Climate Physics - Mathematics & Physical Sciences.
Stargazing at Mullard Space Science Laboratory.
The aims of this project are to increase the visibility of Mullard Space Science Laboratory (MSSL, Department of Space & Climate Science) within the local community where they can learn about the research taking place in the department and its value, to create an opportunity for researchers and local residents to interact and create a legacy of public engagement activities for local residents in MSSL.
- Eva A Sprecher – Psychoanalysis Unit – Psychology and Language Sciences.
Dialogue Development Workshops: what should we be researching regarding foster carer-foster child relationships?
This project aims to act as a response to the systematic exclusion of young people with care experience and foster carers in research concerning parenting relationships. Often being a foster carer or looked-after-child are exclusion criteria for parenting-focused studies; leading to neglect in research of large numbers of children in the UK who grow up in long-term foster care. The project will work with project partners to co-design dialogue workshops that include creative and engaging activities to generate ideas and conversations with participants about research regarding the relationship between foster carers and looked after children/young people.