We are delighted to invite delegates to book places for the pre-conference workshops taking place on Tuesday 8 September 2020. There will be four workshops to decide between: choose one of two in the morning (9am-12pm) and one of two in the afternoon (1-4pm). These workshops offer exciting opportunities to learn and develop practical skills relevant to the design, delivery and evaluation of co-produced and resilience related events, interventions and research projects. Further details of the workshops are available below.
Morning workshops (9am-12pm)
Collaborative events are carefully structured co-produced events at which all stakeholders, including local community, external partners, university, and independent specialists from all relevant areas, work together to make the event happen. Collaborative events support the development of communities, plus contribute more widely to research, practice and policy. Using this conference as an example this workshop will introduce ways of organising events through complex and passionate partnerships. Conceptually these collaborative events are based on the University of Brighton’s community-university partnership programme approach, with the aim of revolutionising the ways academic and public sector partners work co-productively with shared power and ownership of the space. The world’s first International Resilience Revolution Conference is co-designed and co-facilitated by various members of the Resilience Revolution, including young people, practitioners, policy-makers, academics, researchers and parents/carers. They are all eager to share their expertise with the world; from sharing stories of hope to challenging inequalities within systems. Everybody involved in its development has a role in making the conference a positive, innovative and exciting event to be part of.
This workshop is suitable for anyone interested in learning more about designing and delivering collaborative events. Key learning from this workshop will be better understanding of theory and conceptual frameworks underlying collaborative event organisation; increased knowledge of designing and delivering successful collaborative events, including practicalities and ways of dealing with challenges; and developing a critical view on co-production and collaboration. This workshop would be particularly interesting for those who plan to (or in the future might need to) organise and deliver collaborative events co-produced between research institutions and community partners.
Resilience building in a complex social environment implies a social-ecological approach to individual development and wellbeing. This approach requires a theoretical framework at the intersection between resilience of social-ecological systems and resilience of individuals, which, traditionally, are two distinct but interrelated fields of study. This workshop will critically argue that bringing these two concepts together will advance the research and practice of complex social interventions taking a systems perspective. To bring them together, first this workshop will focus on complexity theory with a social inequalities oriented resilience approach as a theoretical foundation. Second, this workshop will introduce a methodological framework for researching complexity through complex social interventions using Blackpool HeadStart’s research as an example.
The workshop is suitable for anyone interested in learning more about complex intervention research. Key learnings from this workshop will be better understanding of individual and system resilience from a social-ecological perspective; developing a critical view on the role of social relationships within a system (ie social ties, social capital and shared values); and increased knowledge on designing and conducting realistic and pragmatic complex social intervention research.
Afternoon workshops (1-4pm)
Workshop 3: Communities of Practice; Learning to make a difference: the perspective of social learning theory – Prof Etienne Wenger-Trayner
Today’s learning challenges urgently call for new models of how we can learn – individually and collectively. Learning is often viewed as the acquisition of information and skills, the transmission of certainty. It is usually associated with some type of instruction that takes place formally in a classroom or a training centre. But the transmission of certainty through formal instruction is only part of the story. While we have quite rigorous models for cognitive aspects of learning in contexts like classrooms, this is a small part of what we need today. The most significant learning happens in real time, in social contexts, among people who can act as learning partners. It is driven, not by the transmission of certainties, but by the will to make a difference that nobody knows yet how to make. It requires the mutual engagement of uncertainties in a social context where it is safe and productive to do so. This is even more important when we consider complex problems that require mutual engagement across a whole landscape of different practices, perspectives, and boundaries that need crossing. We need better models and practices to support the more complex learning challenges of today.
This is where social learning theory comes in. While its models refer to things that are as ancient as humankind – communities of practice, social learning spaces, identity, agency, meaningfulness – it is particularly well-suited to the complexity of the 21st century. In this interactive workshop, we will review the frameworks and models of social learning theory as well as the practices this suggests for supporting learning. We will also explore how this approach is relevant to the challenges faced by participants and work on their concrete cases to push our thinking.
This workshop will consider the complexities and possibilities of co-productive doctoral research. It will use illustrations from the exciting work carried out by the doctoral students at the Centre of Resilience for Social Justice at the University of Brighton. Our doctoral students work on resilience projects with young people, practitioners, schools, work, mental health, parents, learning difficulties and disabilities. Some of them are active practitioners working with communities in these fields themselves. All of our students share a passion for challenging social inequalities, which is reflected in their work.
Each doctoral project has been co-produced with young people and/or community organisations and puts the co-producers’ views at the forefront. While the approach taken by our Centre is intellectually stimulating, worthwhile and fulfilling for students, this way of work is not easy. It has limitations when it comes to doctoral research projects, for example managing ethical and intellectual property rights complexities where the student is the single author of the thesis deriving from a co-produced work. The interactive workshop will be co-delivered by doctoral students and Professor Angie Hart will facilitate a discussion about the strengths and challenges of co-production in relation to PhD work. The workshop is suitable for anyone who is interested in co-produced research, including potential future PhD supervisors and candidates. Attendees will learn about:
- Real life examples of co-produced doctoral research
- Meaningful involvement of community members in the focus of doctoral research
- Tips about power sharing and overcoming challenges in co-produced doctoral research processes