Dr Giovanna Fassetta
- Senior Lecturer in Social Inclusion (Culture, Literacies, Inclusion & Pedagogy)
I hold a PhD in Sociology and a Master's Degree in Education (Applied Linguistics).
I am a qualified teacher with over 20 years’ experience. I taught in Italy, Eritrea and the UK both as a class teacher (primary) and as a specialist language teacher (early years, primary and secondary levels). I also taught adult migrants in literacy classes in Italy. I trained primary teachers of modern languages on behalf of Edinburgh and Glasgow Local Authorities.
My current research focusses on: issues faced by migrants, asylum seekers and refugees (in particular young people); teaching/learning in situations of protracted crisis; modern languages in education; intercultural communication; critical and engaged pedagogies.
My doctoral study investigated children’s expectations and experiences of migration, with a particular focus on education and language. During my doctoral research I used a range of participatory methods, including visual techniques. I have worked as a Postdoctoral Researcher on a considerable number of projects, focussing mainly on migration and refugee issues and on multilingualism and intercultural communication. Recently, I have been involved in three projects (two of which as P.I.) with academic partners in Palestine, looking at online language teaching/learning in situations of protracted crisis.
I have experience of carrying out ethnographies and participatory action research. I have interest, knowledge and expertise in the following areas: the experiences of children and young people from migrant backgrounds; multilingualism and intercultural communication; language teaching/learning in situations of emergency and crisis; refugee, asylum and migration; inclusion and social justice; participatory approaches; visual research methods.
Fassetta, G. , Imperiale, M. G., Aldegheri, E. and Al-Masri, N. (2020) The role of stories in the design of an online language course: ethical considerations on a cross-border collaboration between the UK and the Gaza Strip. Language and Intercultural Communication, 20(2), pp. 181-192. (doi: 10.1080/14708477.2020.1722145)
Fassetta, G. , Imperiale, M. G., Frimberger, K., Attia, M. and Al-Masri, N. (2017) Online teacher training in a context of forced immobility: the case of Gaza, Palestine. European Education, 49(2-3), pp. 133-150. (doi: 10.1080/10564934.2017.1315538)
Fassetta, G. (2016) Using photography in research with young migrants: addressing questions of visibility, movement and personal spaces. Children's Geographies, 14(6), pp. 701-715. (doi: 10.1080/14733285.2016.1190811)
2017 PI - AHRC GCRF Project "The impact of language. Collaborating across borders to the design, development and promotion of an online Palestinian Arabic course" (Ref. AH/R004617/1)
2018 PI - ESRC/AHRC GCRF Project "Indigenous engagement, research partnerships and knowledge mobilisation" (Consultancy)
2018 PI - GCRF IAA Project "Accelerating the impact of the Online Arabic from Palestine (OAfP) language course" (Ref. EP/S51584X/1)
2019 PI - AHRC GCRF Project "Culture for Sustainable and Inclusive Peace (CUSP) - Development Award" (Ref. AH/T005424/1)
2019 Co-I - AHRC GCRF Project "Culture for Sustainable and Inclusive Peace (CUSP) Network Plus" (AH/T007931/1, PI Prof Alison Phipps)
2020 PI - Covid Allocation for the "Culture for Sustainable and Inclusive Peace (CUSP) - Development Award" (RCUK EPSRC - CoA 308326)
I currently supervise PhD students working in the areas of languages, migration, education and inclusion.
I welcome PhD proposals in the areas of: the experiences of children and young people from refugee and migrant backgrounds; multilingualism and language education; education in situation of protracted emergencies and crisis; integration, inclusion and intercultural communication; the role of affect and emotions in language learning; decolonial and postcolonial perspectives in research. I particularly welcome proposals that make use of visual methodologies; arts-based methodologies; participatory research; action research.
- Bacquet Quiroga, Gaston Esteban
Non-violence as a practice of equality: An exploration in a Chilean higher education classroom through critical participatory action research
I lead the course "Approaches to Inclusive Learning: Psychology, Knowledge and Curriculum" (EDUC51008) where I teach sociolgical perspectives on inclusive learning.
I teach in the following courses: "The Evolving Concept of Inclusion" (EDUC5387); "Inclusive Classrooms Inclusive Pedagogies" (EDUC5359)
I am a member of the School of Education Ethics Committee.
I co-convene the Glasgow Refugee Asylum and Migration Network (GRAMNet)