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Dr Katherine L. Yates Welcome Dr Jade Munslow Ong Title: South African Literature, Decolonisation, and the English Literature A-Level Summary: In this lecture and Q+A, Jade will discuss what 'decolonising the curriculum' might mean for the discipline of English Studies. Drawing on examples from her work with A-Level learners as part of her research project 'South African Modernism 1880-2020', Jade will explore strategies for decolonising work within education. Bio: Dr Jade Munslow Ong is Reader in English Literature at the University of Salford and Principal Investigator on a three-year AHRC-funded research project, South African Modernism 1880-2020. She is author of Olive Schreiner and African Modernism: Allegory, Empire and Postcolonial Writing (Routledge, 2018), and has two books forthcoming: a co-authored book with Matthew Whittle entitled Global Literatures and the Environment: Twenty-First Century Perspectives (Routledge), and a co-edited collection with Andrew van der Vlies entitled Olive Schreiner: Writing Networks and Global Contexts (Edinburgh University Press). Jade is also a 2022 BBC/AHRC New Generation Thinker and appears regularly on BBC Radio 3. Prof. Ursula K. Hurley Title: Decolonising the PhD (supervisor): Allyship and non-traditional PhDs Bio: Ursula Hurley is Professor of Creative Writing in the School of Arts, Media and Creative Technology at the University of Salford. Her research interests are in socially engaged creative practice, co-creation, and subverting the academy. Dustin Hosseini Title: Experiencing pernicious ignorance in PGR education: a narrative self-reflection on getting to know decoloniality Summary: In this presentation, I reflect on my journey of getting to know decolonial thinking and what it means to undertake a decolonizing of education and the curriculum. Decolonising education hadn’t been at the forefront of my mind while they were exploring topics. In seeking an area of focus for a paper, I initially looked at issues related to the contested BAME attainment gap and deficit narratives as examples. At each turn, I was discouraged from exploring these topics. But why? Too big, I was told. A friend and colleague suggested decolonial thinking for exploration. My reflection touches upon challenges encountered along the way that saw an enactment of the over-representation of Man (Wynter, 2003) and the coloniality of being, power and knowledge (Wynter, 2003; Quijano, 2007). I encountered this at every turn from the design of the course which was biased towards liberalism and liberal thought to the exemplars provided which also reflected liberal thinking and biases. All of this culminated with me successfully writing a paper that uses decolonial thinking to imagine a decolonizing education, only to receive feedback that denies the existence of decolonial thinking through the privileged misapplication of terms from a position of power. Through constantly mislabeling decoloniality as ‘postcolonial,’ I experienced epistemic violence through ‘pernicious ignorance’ (Dotson, 2011). Bio: I hold many roles: my day job is as an educator of educators (I teach learning/curriculum design). I am a co-lead of the Decolonising the Curriculum Community of Practice, and I am a part-time PGR student. I have experienced learning and teaching globally across diverse higher education institutions, from undergraduate to postgraduate.

This graphic novel was inspired by a ‘Common Third’ of residents, staff and students from Salford Loaves and Fishes and the University of Salford. Common Thirds are shared activities, linking individuals, groups and communities; creating space for inclusion, participation, creativity, and discovery. During lockdown, parks symbolised the importance of communal spaces and nature. This book is a celebration of Peel Park in Salford, highlighting our relationships, memories, love and connection to nature. It accompanies our film about Peel Park with music, poetry, prose, art, photography and research, which you can find here: www.salfordcreativecommunity.org First published 2021 Copyright © Salford Creative Community CreativeCommunity@salford.ac.uk Authors: Dorothy Kaganowich • Helen Tattum • Jameel Hadi • Séamus Martin Tony Martin • Tracy Ireland • Vashti Gbolagun Suwa The moral rights of the authors have been asserted. Illustrators: James Williams • Phil McCardle • Sara Stabb • Tony Martin • Tracy Ireland Designed by: Chris Cowling Edited by: Ravi Thornton Supported by: Ursula Hurley Published by Ziggy’s Wish Ltd Printed in Great Britain ISBN 978-0-9929063-3-7

Delivered at 5th International Conference on Developments in Doctoral Education & Training (ukcge.ac.uk) 6th April 2022FAIL – Focussed Action Innovative Leadership : Using 'leadership failure lens' to support leadership development approaches Failure is part of being human, it’s often a considered a negative but looking at it differently can open unexpected routes to success. However, the pressures of the research environment can make it difficult to take this view. Elliot and Thrash argue that for many young people, fear of failure becomes “a dispositional burden that they must carry with them into each new achievement situation and that affects the goals they choose to pursue” (2004, 968). By the time students reach PGR level, fear of failure is often strongly developed and can lead to intense anxiety, as well as a risk-averse approach and can be completely immobilising, halting productivity and aspirations. Furthermore it decreases any capacity for leadership that often involves confidence and being comfortable with risk taking. The University of Salford has developed a “Leadership Failure Lens” to flip failure in a leadership context and re-frame it as opportunities for personal development and growth. In this series of case studies, we explore applications of the leadership failure lens to help researchers at different levels (PGRs through the Doctoral cycle and their supervisory teams through different approaches to supervision) by: · Utilising ‘lessons learnt’ and developing confident decision making · Exploring the role of failure in risk taking capacity and aspiration · Reflecting and re-purposing, failure as a mechanism to roadmap success · Increase resilience Drawing on creative and innovative practices, we present the experience of failure as something to be valued (Naray-Davey & Hurley, 2014). The leadership failure lens demonstrates the context and usefulness of failure in developing leadership behaviours and long-term skills for resilience. Participants will have the opportunity during the session to ‘try out’ the lens and consider it in their own institutional context and develop positive actions to take forward through a Focussed Action Innovative Leadership (FAIL) approach.

In this presentation the head of the University of Salford's Doctoral School, Ursula Hurley, and Davina Whitnell, the University of Salford Researcher Development Manager, discuss the different routes open to completing a PhD at the University of Salford.

Recording of a presentation to UKCGE Annual Conference 2021. Abstract: Failure is part of being human, we learn more through failure than through success. We are psychologically and biologically wired to remember the negative, this instinct helps us to protect ourselves against future disasters and keep us safely away from harm. Failure is often a considered a negative but looking at it differently can open unexpected routes to success. Albert Einstein said, “failure really is just success in progress.” However, the pressures of the research environment can make it difficult to take this view. Paradigms of educational histories teach us that failure can have disastrous consequences for future success (Jackson 2003). Elliot and Thrash argue that for many young people, fear of failure becomes “a dispositional burden that they must carry with them into each new achievement situation and that affects the goals they choose to pursue” (2004, 968). By the time high-achieving students reach PGR level, fear of failure is often strongly developed and can lead to intense anxiety, as well as a risk-averse approach. What can we do about this? Salford University’s Doctoral School has developed a “Flipping Failure” initiative, in which experiences of failure are re-framed as opportunities for personal development and pathways to success. In this series of case studies, we explore applications of failure as a collective problem-solving framework to help researchers manage the isolation and remoteness, reflect and re-purpose, making the most of what they have already developed, increase resilience and capacity to cope with change and uncertainty.

Supporting our Failure Freedom initiative, this toolkit provides some practical exercises and templates to consider failure and flipping this into a more positive narrative.

In this presentation the head of the University of Salford's Doctoral School, Ursula Hurley, and Davina Whitnell, the University of Salford Researcher Development Manager, discuss the different routes open to completing a PhD at the University of Salford.

As we work towards better mental health across the researcher community, failure freedom – the ability to feel comfortable with failure – is a critical element to supporting and enabling resilience and positive mental wellness. Fear of failure is embedded in the life experience of many people. Carolyn Jackson (2003) argues that a fear of failure can lead directly to poor behaviour and disengagement by young men in schools. In “Creative” practices however, failure is a necessary part of the creative process. It is embraced and explored rather than avoided (see Naray-Davey & Hurley, 2014). A “fail fast” approach is also typical among entrepreneurs, particularly in the US (Babineaux and Krumboltz 2013, Hall 2007). Here the mantra helps identify which products or services are likely to succeed in the long term and avoids wasting time. ‘Failure Friday – Helping Postgraduate Researchers to recognise, it’s OK to fail!’ The Failure Friday Campaign is about forming, framing and fulfilling the needs of the researcher community. It provides a platform to openly discuss failure rather than to hide it. In the Higher Education Sector and within Research in particular, failure is often hidden (see the current debates around replicability in scientific research). We rarely hear about the research that didn’t work, the fails and lessons learnt do not emerge but knowing this information and talking about it openly could be a real game changer! Not only would it save the research community from repeating mistakes, wasting time, money and resource but an openness about failure could support better mental health within the researcher community. Openly failing and talking about failure and the lessons learnt is not only an inherent part of research but helps to remove the pressures of perfectionism and anxiety around performance. ‘Failure Friday’ is a University and Community-wide campaign developed by The University of Salford as a co-created intervention to support researchers’ mental wellness. The emphasis of the campaign is to create an open environment where researchers feel able and confident to discuss all aspects of mental health, pressures of the doctorate or research environment and get involved in dialogue connecting with others. Various ‘Beta’ models of the support campaign have been developed such as PGR wellbeing workshops, ‘re-gain your lunch hour’ and online resources such as the ‘Healthy Mind Platter’: https://youtu.be/GK2AxrSgQK8. Building on the success of these models, a larger community-based initiative has been developed to involve the broader academic and student community, local communities and groups in Salford and other partners as an agency for change. Involving the wider university community and local city community is important in breaking down barriers to access to support and to recognise that mental wellness goes beyond just the academic aspect of university life. The consultation work undertaken involved listening to and working with our PGR community, the wider University community and local Salford City community through Salford City Council, 3rd and 4th sector partners including voluntary, community and social enterprise organisations. ‘Failure Friday’ provides a fun, creative and open space (either physical or virtual) to explore self-care approaches, active failing, discuss failure and be open to failing as part of a self-help approach and strategic pathway to success.

The presentation addresses the following themes: * Strategic opportunities and challenges for organisations in creating and sustaining environments where researchers can flourish * Innovative and practical approaches to the professional and career development of researchers across all career stages and institutional contexts What do Post-It Notes and Penicillin have in common? They were both the results of research “gone wrong”, and may easily have ended up in the bin, had the researcher not understood the value of their apparent mistake. Failure is often a considered a negative but looking at it differently can open routes to success. As Foucault pointed out, ‘Error is the permanent contingency [alea] around which the history of life and the development of human beings are coiled’ (Foucault 1998, 477). And yet traditional academic structures may not value mistakes and do not allow time for trial and error as they find it difficult to accommodate this unpredictable process (Naray-Davey and Hurley 2014). We argue that perceptions of risk and failure can be re-positioned as part of a discovery process in which we can explore without fear of the consequences. As Jackson (2003, 7) puts it, to ‘recognize emergent unanticipated outcomes’ with calm curiosity rather than dismay at a plan going awry. This session explores a series of strategies, case studies and researcher support interventions to encourage researcher resilience, positive wellbeing behaviours and the development of reflective practice. The information presented is based on recent institutional case studies and evaluations. During this practical and hands on session, participants contributions help to form and develop a sectoral consultation paper on the concept of failure freedom to initiate further discussion and research into the approach. Throughout the workshop, we encourage participants to think about failure differently and to embrace failure as a key milestone to success. Session aims: - Exploration of case studies and experiences focussed on failure - Applications of 'failure freedom' in reflective practice for teaching and demonstrating - Strategies for developing a positive narrative about failure - Examples of failure freedom practice such as Failure Friday, action learning sets focussing on failure - Implications of identifying personal or professional unconscious bias to avoid failure - Participants discover the power of their first 100 fails!

This A4 leaflet is a user guide designed to inform potential makers about Fab Lab practice and the opportunities it offers.The leaflet draws on the findings of the AHRC Connected Communities project "In the Making" (http://www.inthemaking.org.uk/) to summarise key accessibility and usage information to help potential users to explore the technology.