Dr Chia-Yuan Lin, Postdoctoral Research Assistant in the Department of English Language & Linguistics has been awarded a Summer Vacation Research prize by the University’s Unit for the Enhancement of Learning and Teaching for a project titled ‘Arabic digits and spoken number words: Timing modulates cross-modal numerical distance effect’.

This project aims to systematically investigate the correspondence between auditory number words and visual Arabic digits in adults. Auditory number words and visual Arabic digits will be presented concurrently or sequentially with a blocked design and participants have to indicate whether two numerals describe the same quantity. It is expected that the temporal relation between multi-sensory numerical inputs will modulate the cross-modal numerical distance effect. The relationship between individual mathematical performance and the timing modulation effect will be also examined.

This project aims to investigate temporal dynamics of a cross-modal number matching task, using these two most common numerical symbols. In addition, examining the relationship between audiovisual correspondence and individual mathematical performance may shed light on mathematics education issues.

A revolutionary, student-led research project at Kent Law School has empowered Black, Asian and minority ethnic (BAME) students to begin ‘decolonising’ their curriculum; it has also inspired a chain reaction of events across the University.

Earlier this year, student members of the Decolonising the Curriculum Project (DtCP) led café-style focus groups with their peers to research and write a Manifesto for enhancing inclusivity, identity and academic performance at Kent. Underpinned by values of social justice and collaboration, their aim was to critically explore perceptions of the BAME attainment gap, to identify barriers to learning and to explore the broader student experience both in and beyond the classroom.

DtCP students launched their Manifesto in March to a packed-out audience of Kent students, academics, professional services staff and senior leaders (including Professor April McMahon, the Deputy Vice-Chancellor Education).

Feedback from the launch helped inform a strategy document that was later prepared for the University’s Executive Group, outlining how key points from the Manifesto could be implemented at Kent.

An increasing number of Kent initiatives have sprung (and continue to spring) from the project including: a dedicated DtCP website; a Kaleidoscope Network for staff and students who support the principles of race equality; a BAME Network for Staff of Colour; new training in cultural competency as part of Kent’s PGCHE; and a podcast series, created by students, called Stripping the White Walls. 

 The project was initiated by Kent Law School Senior Lecturer Dr Suhraiya Jivraj and is supported by Dave Thomas, Student Success Project Manager from the School of Sport and Exercise Sciences and Sheree Palmer, Student Success Project Officer from the Law School. DtCP students were recognised for their work in making an ‘outstanding contribution to equality, diversity and inclusivity’ at the 2019 Kent Student Awards. 

Building on significant advances made at the launch of the Kent Law School student project “Decolonising the Curriculum” manifesto which was facilitated by Dr Suhraiya Jivraj, the Graduate School’s Postgraduate Community Experience Awards provided funding for a half-day workshop “Strategising for Anti-Racist Action” on 23 May 2019. It was facilitated by members of Building the Anti-Racist Classroom (BARC) and organised by doctoral researcher in English, Katja May with doctoral researcher in Law, Ahmed Memon. BARC are an international collective of women of colour scholar-activists whose mission is to develop anti-racist pedagogy and practice for higher education. Approximately fifty people were present at the event.

Participants engaged with contemporary concepts and research-led best practice in anti-racist thinking and organising, including reducing white fragility and building resilience for conversations about race, exploring the notion of micro-aggressions, and challenging the student deficit model around attainment gaps in favour of a structural analysis of how white supremacy implicitly and explicitly shapes higher education.

The workshop was centred around an innovative tool, the BARC student journey game commissioned by the Reimagining Attainment for All 2 (RAFA2) project of Roehampton University and Queen Mary University of London, and developed in collaboration with QMUL student researchers of colour. Participants had the opportunity to collectively consider how to develop anti-racist actions, and offered a framework for how to evaluate action plans for change based on who they benefit, and to what extent they support and protect students and staff of colour.  

Feedback from the workshop highlighted the need for compulsory anti-racist and cultural competency trainings that account for institutional power structures. Participants were also keen to find out more ways to translate learning from the day into their classroom practice.

As part of a continued course of action within the university, Student Success Project Manager  within the school of Sport and Exercise Science Dave Thomas has invited BARC back for another workshop on Medway campus in autumn, to be confirmed.

As you are probably aware, the Financial Year end is fast approaching on 31 July 2019.

The Financial Reporting Office is holding four workshops in Canterbury and Medway from 21 June to 11 July. Following a similar format to last year, the workshops  are intended to be an open discussion offering advice and support on what will be required of you during the year-end process.

Please book a space on a workshop through Staff Connect.

The Financial Reporting Office will  be making the 2019 year end guidance available shortly, along with timetables to help you to plan ahead.

The Office is looking to improve the process overall – if you have any suggestions or comments, please email team members on Finrep@kent.ac.uk

Please also feel free to contact the Financial Reporting Office if you have any questions in the meantime.

Dr Tamara Rathcke, Senior Lecturer in Linguistics in the Department of English Language and Linguistics, has been awarded a grant by The Great Britain Sasakawa Foundation.

Tamara currently holds a research grant from the Leverhulme Trust for a project entitled “Does language have groove? Sensorimotor synchronisation for the study of linguistic rhythm”, to investigate entrainment with language by native listeners of French and English. This research is among the first attempts to apply the sensorimotor synchronization technique to the study of rhythm in language.

There are currently no existing three-way language comparisons of sensorimotor synchronisation patterns from rhythmically distinct languages, traditionally associated with the syllable-timed (French), stress-timed (English) and the mora-timed (Japanese) group. Funding from the Sasakawa Foundation will support a direct comparison of the sensorimotor synchronisation performance between native speakers of Japanese, English and French and will help illuminate the link between the acoustic signal and its rhythmic perception. This research will contribute to the controversially debated topic of language rhythm, potentially creating a fundamentally new ways of conceptualising the phenomenon.

Four final-year Hispanic Studies students spent three weeks in Havana during the Easter vacation on a work placement thanks to funding from the Faculty of Humanities Mobility Fund and the generosity of John Washington, a donor to the University.

Two students worked at the University of Havana teaching English, and two worked as translators for the cultural journal La Jiribilla. Dr William Rowlandson, Senior Lecturer in Hispanic Studies, said: ‘The placements offered cross-cultural engagement and skills exchange, and the students benefited from immersed language practice in context, increased spoken fluency, broadening of cultural horizons, and the development of specific skills including teaching, presenting and translation.’

Carla Biondi commented: “Within the first day, [Cuba] had exceeded all my expectations. I suddenly understood what I’d always been told: ‘Cuba has to be seen, it can’t be described’”.

João Martins Pereira said: “As an aspiring teacher, the experience proved to me that it is still possible to learn and teach incredible lessons even if the only resources to hand are passion, dedication, a chalkboard and a slightly outdated textbook. During the placement, we gave presentations on the UK education system, British stereotypes, and even an amusing quiz on the English language and British culture. At the end of the placement, we gave the students some England football team branded wristbands and some keyrings kindly donated by Kent Union. Overall, it was an amazing experience which I would not hesitate to do again if I had the chance.”

Stephen Hockley described the experience as: “…fantastic and so rich. To have been the recipient of an internship that took me across the world and into the suburbs of Havana is always going to be a cool thing. I’m extremely grateful for the opportunity.”