I am pleased to announce the open access publication of my PhD thesis. It is now available to download through this link, and directly via the White Rose repository: http://etheses.whiterose.ac.uk/8642/ Bhatt, I (2014) A sociomaterial account of assignment writing in Further Education classrooms, PhD thesis (submitted: Nov 2014), […]
It was a pleasure to present and talk about my research at the Literacy Research Discussion Group (Lancaster University) yesterday. The following is my Prezi for the session: Also available here: https://prezi.com/fvvmz3wtnlmi/accounts-of-assignment-writing-in-further-education-classrooms/# The discussion concerned the methods, practices, and processes that are drawn into the production of curricular […]
The following are some tweets from the SRHE’s Digital University conference on “The digital and the material: mapping contemporary student practices” on 28th March 2014. Tweets are related to my session and other sessions by David White, Donna Lanclos, Lesley Gourlay, and Martin Oliver. Some thought provoking themes […]
Whilst messing with Storify, I realised that I cannot get it to ‘speak to’ my wordpress.com blog. So until I have figured it, or moved to wordpress.org, I will have to mess with Storify and then re-collate, or re-curate, the relevant tweets using the embed codes in a […]
This is one of two oral papers that I’ll be presenting at the Society for Research in Higher Education (SRHE) conferences in December 2013: The sociomaterial workings of a college writing assignment The paper builds on previous work where I have tried […]
Just another wee reflection: Plato in his Phaedrus talks about the ‘fysikEs arthrOsis’ or ‘natural joints’ of entities and phenomena. He suggests that thinking about phenomena is like slaughtering an animal: that judicious knowledge of ‘joints’ and connections is imperative, and taken-for-granted, arbitrary, and organisational notions of connections […]
Digital technologies are a significant presence in society and in educational settings. They are a given mainstay and influence the way literacy is composed, taught, and, to some extent, assessed. When such new demands are made on language then we are, in the words of Michael Halliday (1989: […]
Ibrar's space 