Richard Fay – författare

From an international, research-led perspective, this book explores how languages are foregrounded in education in different countries and educational sectors, and among different groups of people in contexts of migration. It is concerned with the movement of people and their languages as they migrate across borders, and as languages—and their speakers—are under threat, pressure and pain, even to the point of being silenced.

The contributors explore the multilingual possibilities and opportunities that these situations present. For example: where children’s education is neglected because of displacement or exclusion; or in classrooms where teachers and educational leaders seek to meet the needs of all learners, including those who are new citizens, refugees, or asylum seekers. Together, the findings and conclusions emerging from these studies open up a timely space for interdisciplinary, inter-practitioner, and comparative researcher dialogue concerning languages and intercultural education in times of migration.

Originating from an Arts and Humanities Research Council funded project "Researching multilingually at the borders of language, the body, law and the state", this book provides readers with a natural impetus for exploring how languages and their speakers create new imaginaries and new possibilities in educational contexts and communities, as people engage with one another in and through these languages. This book was originally published as a special issue of Language and Intercultural Communication.

From an international, research-led perspective, this book explores how languages are foregrounded in education in different countries and educational sectors, and among different groups of people in contexts of migration. It is concerned with the movement of people and their languages as they migrate across borders, and as languages—and their speakers—are under threat, pressure and pain, even to the point of being silenced.

The contributors explore the multilingual possibilities and opportunities that these situations present. For example: where children’s education is neglected because of displacement or exclusion; or in classrooms where teachers and educational leaders seek to meet the needs of all learners, including those who are new citizens, refugees, or asylum seekers. Together, the findings and conclusions emerging from these studies open up a timely space for interdisciplinary, inter-practitioner, and comparative researcher dialogue concerning languages and intercultural education in times of migration.

Originating from an Arts and Humanities Research Council funded project "Researching multilingually at the borders of language, the body, law and the state", this book provides readers with a natural impetus for exploring how languages and their speakers create new imaginaries and new possibilities in educational contexts and communities, as people engage with one another in and through these languages. This book was originally published as a special issue of Language and Intercultural Communication.

Pressure to share research findings in the form of academic publications has meant that doctoral candidates are encouraged to develop skills that will help them engage with the competitive publication market.

Doctoral Study and Getting Published features a collection of early career research narratives that focuses on researcher development and education. There is an emphasis on the often pressurised process of publishing during or after a doctorate through an ecological perspective. The book brings together a diverse but coherent set of voices, reflections and advice from early-career researchers regarding publication experiences. Issues explored include academic identity, collaboration (including include student-supervisor relationships, co-authorship and working in research groups), dynamics of larger scholarly communities and engaging with publishers and reviewer feedback.

The book is intended as a supplementary resource for use by doctoral students and early career researchers in the Humanities and Social Sciences, whether they are enrolled in academic writing programmes or working individually to develop their authorial identity.

Pressure to share research findings in the form of academic publications has meant that doctoral candidates are encouraged to develop skills that will help them engage with the competitive publication market.

Doctoral Study and Getting Published features a collection of early career research narratives that focuses on researcher development and education. There is an emphasis on the often pressurised process of publishing during or after a doctorate through an ecological perspective. The book brings together a diverse but coherent set of voices, reflections and advice from early-career researchers regarding publication experiences. Issues explored include academic identity, collaboration (including include student-supervisor relationships, co-authorship and working in research groups), dynamics of larger scholarly communities and engaging with publishers and reviewer feedback.

The book is intended as a supplementary resource for use by doctoral students and early career researchers in the Humanities and Social Sciences, whether they are enrolled in academic writing programmes or working individually to develop their authorial identity.