Mr Gaston Bacquet

  • Associate Tutor (School of Education)

Biography

I hold a Trinity DipTESOL, a Master's Degree in TESOL (UCL) and I'm currently on the 2nd year of my PhD in Education at the University of Glasgow.

I am a qualified teacher with over 20 years’ experience. I taught in Chile, Saudi Arabia, Myanmar, Japan and the UK as an ESL and EAP pre-sessional teacher, and I currently work  at the School of Education at Glasgow leading seminars in the MSc for Educational Studies program and supervising students on their TESOL dissertations.

 

Research interests

My doctoral research seeks to use participatory action research (PAR) to identify elements of cultural and structural violence present in Chilean higher education; it aims to challenge this violence through the utillization of non-violent strategies that draw from Cosmopolitanism, Eastern philosophy and indigenous perspectives (ubuntu and Buen Vivir).

In broader terms, my research interests and activities expand onto the following areas:

- Contemplative Pedagogy
- Inclusive classroom practices
- Decolonization of educational practices
- Non-violence education
- Spiritual critical pedagogy
- Participatory Action Research 

 

 

 

Publications

List by: Type | Date

Jump to: 2021 | 2020 | 2019 | 2018
Number of items: 10.

2021

Bacquet, G. (2021) Towards a decolonization of classroom practices in Chilean higher education - a suggested framework. International Journal of Education and Literacy Studies, 9(4), pp. 16-25. (doi: 10.7575/aiac.ijels.v.9n.4p.16)

2020

Bacquet, G. (2020) Language and social inclusion. University of Reading's Institute of Education Blog, 15 Jan.

Bacquet, G. (2020) Can the dimensions of identity, investment and empowerment increase social inclusion for second-language learners? – Moving towards the creation of a conceptual framework. International Journal of Education and Literacy Studies, 8(2), pp. 10-15. (doi: 10.7575/aiac.ijels.v.8n.2p.10)

2019

Bacquet, G. (2019) The role of teachers in the empowerment of language learners. University of Reading's Institute of Education Blog, 25 Sep.

Bacquet, G. (2019) Language and Culture in the 21st-century classroom. University of Reading's Institute of Education Blog, 3 Jun.

Bacquet, G. (2019) Increasing autonomy and motivation in second-language learners - an empirical study looking for the L2 self. International Journal of Applied Linguistics and English Literature, 8(6), pp. 54-66. (doi: 10.7575/aiac.ijalel.v.8n.6p.54)

Bacquet, G. (2019) Investigating teachers' role in the process of identity construction in language learners. Language Studies Working Papers, 10, pp. 17-25.

Bacquet, G. (2019) Is corrective feedback in the ESL classroom really necessary? A background study. International Journal of Applied Linguistics and English Literature, 8(3), pp. 147-154. (doi: 10.7575/aiac.ijalel.v.8n.3p.147)

2018

Bacquet, G. (2018) The classroom as an identity-building environment in today’s globalized world. University of Reading's Institute of Education Blog, 11 Dec.

Fuller, C. and Bacquet, G. (2018) If we want equal life chances for all we must stop focusing on exam results. University of Reading Research Blog, 27 Jun.

This list was generated on Sun Dec 4 02:01:43 2022 GMT.
Jump to: Articles
Number of items: 10.

Articles

Bacquet, G. (2021) Towards a decolonization of classroom practices in Chilean higher education - a suggested framework. International Journal of Education and Literacy Studies, 9(4), pp. 16-25. (doi: 10.7575/aiac.ijels.v.9n.4p.16)

Bacquet, G. (2020) Language and social inclusion. University of Reading's Institute of Education Blog, 15 Jan.

Bacquet, G. (2020) Can the dimensions of identity, investment and empowerment increase social inclusion for second-language learners? – Moving towards the creation of a conceptual framework. International Journal of Education and Literacy Studies, 8(2), pp. 10-15. (doi: 10.7575/aiac.ijels.v.8n.2p.10)

Bacquet, G. (2019) The role of teachers in the empowerment of language learners. University of Reading's Institute of Education Blog, 25 Sep.

Bacquet, G. (2019) Language and Culture in the 21st-century classroom. University of Reading's Institute of Education Blog, 3 Jun.

Bacquet, G. (2019) Increasing autonomy and motivation in second-language learners - an empirical study looking for the L2 self. International Journal of Applied Linguistics and English Literature, 8(6), pp. 54-66. (doi: 10.7575/aiac.ijalel.v.8n.6p.54)

Bacquet, G. (2019) Investigating teachers' role in the process of identity construction in language learners. Language Studies Working Papers, 10, pp. 17-25.

Bacquet, G. (2019) Is corrective feedback in the ESL classroom really necessary? A background study. International Journal of Applied Linguistics and English Literature, 8(3), pp. 147-154. (doi: 10.7575/aiac.ijalel.v.8n.3p.147)

Bacquet, G. (2018) The classroom as an identity-building environment in today’s globalized world. University of Reading's Institute of Education Blog, 11 Dec.

Fuller, C. and Bacquet, G. (2018) If we want equal life chances for all we must stop focusing on exam results. University of Reading Research Blog, 27 Jun.

This list was generated on Sun Dec 4 02:01:43 2022 GMT.

Teaching

- Modern Educational Thought 

- Seminars on Contemporary Issues

- Introduction to Educational and Social Research

- Educational and Sustainable Development

- Comparative Education

Additional information

Conferences and presentations:

February 14th, 2023 – “A person's wellbeing is MY wellbeing": decolonial perspectives on non-violence for teacher training - 67th Annual Meeting of the Comparative and International Education Society (Washington D.C.)

 December 6th, 2022 – “Violence and its sublimation within the fantasy-reality continuum: Between psychoanalysis and the theory of civilizing process” (Warsaw University, Poland)

 July 14th, 2022 – “Non-violence as a practice of equality: an experiment in the Global South”– The 10th European Conference in Education (London, UK)

 April 3rd, 2022 – “Decolonial perspectives for social justice - Challenges and possibilities in Chilean higher education”, Early Career Conference “Potential and Challenges in Education in Today’s World”, British Association for Comparative and International Education (UK)

 October 9th, 2021 – “Towards a pedagogy of non-violence: a rationale for the Global South”, International Conference on Violence and Society, London Centre for Interdisciplinary Research.

 July 15th, 2021 – “Developing Socially Inclusive Practices in Chilean Higher Education Classrooms Through Participatory Action Research” – The 9th European Conference on Education, London (UK)

 April 8th, 2020 – “Teachers’ role in the process of identity construction in second-language learners” – International Conference on Languages, Literature and Linguistics, Rome

 June 2019 – Member of the organizing committee for the Annual Doctoral Research Conference, University of Reading (UK)

 March 25th, 2019 – ‘The classroom as an identity-building environment: an experiment in Myanmar” – Annual Language Studies PhD Conference, University of Reading (UK).