Tara Webster-Deakin
Assistant Professor, Faculty of Arts
Contact
Biography
My role at the university is pre-dated by several years in the field of education, first as a teacher, then in the voluntary sector, managing regional and national projects and programmes to promote social justice with and on behalf of hard to reach client groups, but mainly young people. I have also worked as a consultant and freelance trainer for the voluntary and public sectors and as a project consultant for Ecotec Research and Consulting.
Since joining the university I have had a hybrid role, managing Widening Participation strategy and practice for the School of Cultures, Languages and Area Studies (CLAS) and teaching a multi-disciplinary education-based module. I am also the Faculty Safeguarding Lead. In addition, I am a board member of the university's Schools and Colleges Advisory Board. I am currently teaching and tutoring on Module One of the PGCHE. I also bring my pedagogical knowledge and experience as a observer of colleagues' classroom practice for the Teaching and Learning Observation college (TLOC).
Expertise Summary
My pedagogical expertise derives from my experience of working with age groups from primary through to adult learners and professionals as well as knowledge of how to engage with mainstream and non-mainstream groups. I have expertise in stakeholder engagement, having worked effectively with a range of partners from private, public and voluntary sectors throughout my career and developing successful and sustainable collaborative and cross-sector projects from these relationships.
My practical teaching expertise focuses on inclusive approaches in the classroom; borne out of my first professional role as a Drama teacher and evolved through my work with marginalised young people, including young offenders. I draw on learner-centred theory and practice and knowledge of education acts which protect the rights of the child, including that of education.
My research expertise is rooted in my social justice ethos and employs the practices and principles of action research: collaboration, co-construction and action for social change. I have also published on issues including the Third Space professional in HE and students as agents of change in the curriculum evaluation space.
Teaching Summary
I teach a final year multi-disciplinary module which originated as part of a national scheme (http://www.uas.ac.uk/). Students are placed in local primary and secondary schools and teach classes or… read more
Research Summary
I am currently completing work on a collaborative article which explored the values and beliefs of action researchers and practitioners who employ action research in their professional work/role. The… read more
Recent Publications
WEBSTER-DEAKIN, T., 2019. Learning through teaching languages: the role of the teaching placement for undergraduate students. In: GORIA, C., HUGHES, N., GUETTA, L., REISENLEUTNER, S., SPEICHER, O., ed., Professional competencies in language learning and teaching Research-publishing.net.
I teach a final year multi-disciplinary module which originated as part of a national scheme (http://www.uas.ac.uk/). Students are placed in local primary and secondary schools and teach classes or groups of pupils for half a school term. This practical experience is supported by a weekly education seminar which introduces students to learning theory, ethical issues in classroom practice, and pedagogy. This module provides a unique, credit-bearing opportunity for final year students to apply their knowledge in a real-life setting and develop their understanding of their discipline from the perspective of a teacher as well as that of a learner.
I also supervise MA students in the School of Education.
Current Research
I am currently completing work on a collaborative article which explored the values and beliefs of action researchers and practitioners who employ action research in their professional work/role. The process of writing the article has adhered to action research principles as well as those principles forming the focus of our meta research or self-study. I have just completed a book based on my doctoral research which is entitled Collaborative Approaches towards Widening Participation: Improving university access, participation and success, and will be published early next year.
Past Research
My doctoral research used action research to explore the processes of developing teaching to widen participation for students in Higher Education (HE) at points of access (school pupils) and participation (university students). Working with three academic colleagues as co-researchers, we interrogated our teaching motivations, beliefs and practice collaboratively, engaging in the activity of co-constructing knowledge about effective teaching, about where our respective knowledges and skills converged, and about ourselves, our preconceptions and deeply-held convictions.
My previous research examined the benefits of Drama in the secondary school curriculum for disaffected pupils in a comprehensive schools in Birmingham. This took a qualitative, case study approach, employing questionnaires, classroom observations and teacher and pupil interviews.
I have also undertaken research in conjunction with a local school, working with two MFL teachers looking at the benefits of praise used as a motivational tool in the classroom.
Future Research
I am interested in collaborating with colleagues on action research or participatory action research projects, in exploring issues of social justice in HE and in education more broadly, and have a keen interest in student voice and empowerment. I am engaged with the Higher Education Futures research group/community c/o the School of Education exploring and sharing ongoing research into HE. Future projects may include research around Group Level Assessment (GLA) as an authentic tool for collaboration and writing up research around youth participatory action research (YPAR) arising from my KE Fellowship work in Bulwell in 2024-25.
WEBSTER-DEAKIN, T., 2019. Learning through teaching languages: the role of the teaching placement for undergraduate students. In: GORIA, C., HUGHES, N., GUETTA, L., REISENLEUTNER, S., SPEICHER, O., ed., Professional competencies in language learning and teaching Research-publishing.net. WEBSTER-DEAKIN, T, 2016. Writing and doing action research Educational Action Research.