CERA-BERA Academic Writing Workshop

We are delighted to announce that CERA 2019 will organise a one-day Academic Writing Workshop in cooperation with BERA on 12 June at UCL Institute of Education.

This workshop is targeted at PGRs and ECRs who are relatively new to the ‘Academic Publications World’ and who lack experiences in writing for academic journals, newspapers, and publishers. The event aims to introduce fresh writers to general principles and techniques of writing for publications, as well as to provide them with hands-on, tailored support suitable for their experiences and specific areas.

Important: You are invited to bring pieces of your writing in order to attend the workshops.

Chinese doctoral students are warmly invited to take part in the focus groups in the afternoon as part of our ongoing research project to share your experiences and discuss your issues. Please sign up here. We will send some details in advance. 

There are 25 spaces reserved for BERA members and non-CERA/BERA member participants. To reserve a ticket for this workshop, please click here.

There are 25 spaces reserved for CERA members who have purchased a ticket for CERA 2019 conference. To reserve a ticket for this workshop, please click here.

For CERA membership registration (free), please follow this link: http://www.cerauk.org/new-member

For CERA 2019 conference registration, please follow this link: http://www.cerauk.org/conference-fee

If you have any queries please feel free to contact us.


Keynote speech


Prof Dominic Wyse

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), Founding Director of the Helen Hamlyn Centre for Pedagogy, and Head of the Department of Learning and Leadership. Dominic’s current research includes a project to investigate grammar in relation to teaching seven-year-old children to write (funded by Nuffield). The research is part of his multidisciplinary study of writing across the life course: e.g. How Writing Works (Cambridge University Press, 2017); and The Good Writing Guide 4th Edition (SAGE). His evidence on primary assessment and writing is cited in the May 2017 House of Commons education committee enquiry report.

How Writing Works

In order to write well for academic journals and books the writer needs strong expertise in a particular topic, but also clear understanding of the process of writing. All writing begins with the vital phase of selection of ideas to be communicated. Once appropriate ideas have been selected there is a need to understand the social aspects that are linked to different publications, including processes of peer-review. The social aspects of the writing process include awareness of the expectations of different readers. For example, expectations for publications aimed at academics differ from those for those aimed at teachers which differ from the expectations of social media. Dominic Wyse draws on his experience of being an author and editor (including nine years of journal editorship), and his experience writing for practitioner and policy audiences. His thinking is framed by his recent research published in How Writing Works: From the birth of the alphabet to the rise of social media (Cambridge University Press), and informed by the fourth edition of The Good Writing Guide for Education Students (SAGE). 


Prof Ming Cheng

Ming Cheng is a Professor of Higher Education at Edge Hill University. She has over 14 years’international experience of working at British and Chinese universities. Her main research interests include internationalisation of higher education,graduate employability, postgraduate learning and supervision, quality culture and quality evaluation.

Writing for Academic Journals: A Chinese Scholar's Perspectives

Writing for academic journals is not an easy task, but it can become a journey full of joy and satisfaction if with the right strategies. This session will offer top tips for writing for publications from the perspectives of a scholar whose English is not her first language. Professor Ming Cheng will share her personal experiences of how to select the appropriate journals and how to develop strategies for getting published by peer reviewed journals. 


Dr Helen Hanna

Dr Helen Hanna is an Associate Research Fellow at the Institute of International and Comparative Education, East China Normal University, Shanghai. She previously worked as a Lecturer in Education Studies at Leeds Trinity University, UK. She is also an educational consultant and trainer in writing for academic publication. Her research interests relate to educational diversity and inclusion, particularly of ethnic, racial and national minorities and migrant learners, and creative research methods. She has published most recently in Compare: Journal of International and Comparative Educationand Children’s Geographies. She has also written shorter, more accessible pieces for the British Educational Research Association’s Research Intelligencemagazine and BERA blog, The Conversation Africa and The Guardian Teacher Network. Her first monography will be published by Palgrave Macmillan in August 2019, entitled Young People’s Rights in the Citizenship Education Classroom. You can contact her on drhelenhanna@outlook.com

Academic Writing Experiences from an ECR Perspective

 In this short presentation, ECR Dr Helen Hanna will share her experiences of publishing during and following her PhD, which she gained in 2014. She will aim to give a realistic picture of an academic’s publishing experiences, full of both her ‘failures’ and successes. She hopes to encourage listeners to consider why they are publishing, taking a long-term perspective so that they can maintain energy and enthusiasm for writing as they start on a career in academia. 

Afternoon workshops

Dr Tom Woodin

Tom Woodin is a reader in the social history of education at the UCL Institute of Education. He is co-editor of History of Education and previously of the History of Education Researcher. His main research interests are in the social history of education, working class history and co-operative movements. His most recent book is on workers’ writing and community publishing, Working-Class Writing and Publishing in the Late-Twentieth Century: Literature, Culture and Community, published by Manchester University Press. He has researched and published widely on co-operatives and learning, including Community and Mutual Ownership: A Historical Review for the Joseph Rowntree Foundation and the edited book Co-operation, Learning and Co-operative Values published by Routledge. With Gary McCulloch and Steven Cowan he wrote Secondary Education and the Raising of the School Leaving Age - Coming of Age, published by Palgrave. He is also currently co-writing a history of the Co-operative College for Palgrave Macmillan.

A1 Workshop

This session will outline the main work of the History of Education journal including its key focus and scope, publishing policies and processes for getting published. It will consider the main attributes of a good article such as the importance of contextualising and contributing to our knowledge of history of education. There will be opportunities for questions and time to discuss ideas which participants may have.


Dr Wendy Sims-Schouten

Dr Wendy Sims-Schouten is an Associate Professor (Reader) in Childhood Studies and Associate Head Research in the School of Education & Sociology at the University of Portsmouth. Wendy has researched (and published) in the areas of mental wellbeing of vulnerable children, such as children in care and care leavers; she has also researched issues around bullying and childhood obesity. Currently, she is working with local partners in Portsmouth, as well as academics nationally and internationally, on research around child protection, safeguarding and the history of mental health support in childhood (funded by the Wellcome Trust, as well as local charities and Portsmouth City Council) and perspectives of families from different ethnic minority backgrounds. Wendy is the coordinator of the Mental Health in Childhood & Education (MICE) Hub (www.micehub.port.ac.uk) at the University of Portsmouth and co-editor for the international and interdisciplinary journal Children & Society. She is also on the editorial board of the Journal of Psychological Therapies.

A2 & B2 Workshop

Children & Society is an international, interdisciplinary journal publishing high quality research and debate on all aspects of childhood and policies and services for children and young people. Children & Society embraces academic research, policy and practice in relation to the health, education and welfare of children from infancy through to adulthood. The journal informs all those who work with and for children, young people and their families by publishing innovative contributions on research and practice across a broad spectrum of topics, including: theories of childhood; children's everyday lives at home, school and in the community; children's culture, rights and participation; children's health and well-being; child protection, early intervention and prevention.  

We welcome top quality academic papers on these and other topics for submission to our panel of peer reviewers. Our aim is to be the journal of first choice for leading international childhood researchers and a forum for critical analysis and debate.  We especially encourage the submission of papers that develop a critical approach to children and childhood based on primary data. Review articles may be published where they make a clear contribution to knowledge. Children & Society is a key resource for practitioners, policy-makers and scholars seeking an understanding of children and young people in contemporary societies and the issues that affect their lives.  

Prof Ming Cheng

A3 Workshop : Writing your PhD into monographs; Disseminating your research through non-traditional writing

Are you planning to turn your PhD thesis into a monograph? Are you thinking of disseminating your research results to a wide audience via newspaper publication? If you are interested in either of those or both, please join us for this session. Prof Ming Cheng will share her story of turning her PhD thesis into a monograph and her experiences of writing for international newspaper. Tips for writing monographs and newspaper articles will be offered in order to ease the process of writing and make it more efficient. If you have some burning ideas for publication that you would like to discuss, please bring a copy of your writing (up to one page) to the session. You will have the opportunities to receive constructive feedback and to refine your ideas during the session.

Mark 4 May 2019 photo.JPG

Dr Mark Freeman

Mark Freeman is co-editor of the journal History of Education. He has published widely on modern British social history and the history of education, as a sole author and in collaboration with others. He has also co-edited a number of books, and is a Reader in Education and Social History at the UCL Institute of Education.

B1 Workshop

This session will outline the main work of the History of Education journal including its key focus and scope, publishing policies and processes for getting published. It will consider the main attributes of a good article such as the importance of contextualising and contributing to our knowledge of history of education. There will be opportunities for questions and time to discuss ideas which participants may have.

Dr Helen Hanna

B3 Workshop for Chinese ECRs: Tailored support 

In this interactive workshop, ECR writing for academic publications consultant and Associate Research Fellow (East China Normal University) Dr Helen Hanna will focus on the opportunities and challenges faced by Chinese ECRs wishing to publish in English language journals in education. Helen will open by providing generic information on how to get started in publishing, the process of journal article submission and the peer review process. Then she will facilitate discussion around expectations for Chinese scholars in terms of publication, particularly considering the requirements for postdoctoral positions in China. Participants will be encouraged to make plans for publication to will help them achieve their wider goals.

A4 & B4 Focus groups

There will be two focus groups orginised as part of a research project ‘UK-based Chinese doctoral students’ experiences of English academic writing in social sciences’. The research project will be co-conduced by Tinghe Jin (Durham University), Yuwei Xu (University of Portsmouth), Karen Ottewell (University of Cambridge) and Oliver Hooper (Loughborough University).

The purpose of the research project is to understand how the native language experience of Chinese doctoral students in social sciences influences their academic writing in English, and how their understanding, skills and experience of academic writing develop during their studies in UK universities.

You are invited to take part in the focus groups which are designed to share your experiences and discuss your issues. You can either participate in:

·      Focus Group 1: 13.30 – 15.00, 12 June

·      Focus Group 2:  15:00 – 16.30, 12 June

Please sign up here: https://forms.gle/fuwBvCGMCeNA7W618. We will get in touch with you and send more details about the research project. Thank you and we are looking forward to your participation.