Dr Giovanna Fassetta

  • Senior Lecturer in Social Inclusion (Culture, Literacies, Inclusion & Pedagogy)

telephone: 0141 3302431
email: Giovanna.Fassetta@glasgow.ac.uk
pronouns: She/her/hers

St Andrew's Building, (Room 680), 11 Eldon Street, Glasgow, G3 6NH

Import to contacts

ORCID iDhttps://orcid.org/0000-0002-5661-4429

Biography

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.

Research interests

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. More recently, I have been involved in several projects 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.

Publications

List by: Type | Date

Jump to: 2023 | 2021 | 2020 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2010
Number of items: 31.

2023

Fassetta, G. and Imperiale, M. G. (2023) Language and integration of refugee children: reflections on delinking and decoloniality. L2 Journal, (Accepted for Publication)

Fassetta, G. , Imperiale, M. G., Alshobaki, S. and Al-Masri, N. (2023) Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process. Language and Intercultural Communication, (doi: 10.1080/14708477.2023.2247386) (Early Online Publication)

Imperiale, M. G., Fassetta, G. and Ross, D. (2023) Reflections on the LINEs project. Other. LINEs.

Ross, D., Imperiale, M. G. and Fassetta, G. (2023) Learning for informal and nonformal educators in Lebanon and Jordan (LINEs). Project Report. LINEs.

Fassetta, G. , Imperiale, M. G., Hirsu, L. and Alshobaki, S. (2023) Welcoming Languages. Project Report. School of Education, University of Glasgow (UK) and Arabic Center, Islamic University of Gaza (Palestine).

Imperiale, M. G., Fassetta, G. and Alshobaki, S. (2023) 'I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic. Language and Intercultural Communication, 23(4), pp. 367-384. (doi: 10.1080/14708477.2023.2168010)

2021

Imperiale, M. G., Phipps, A. and Fassetta, G. (2021) On online practices of hospitality in higher education. Studies in Philosophy and Education, 40(6), pp. 629-648. (doi: 10.1007/s11217-021-09770-z)

Fassetta, G. and Imperiale, M. G. (2021) Revisiting indigenous engagement, research partnerships, and knowledge mobilisation: Think piece. In: Heritage, P. (ed.) Indigenous Research Methods: Partnerships, Engagement and Knowledge Mobilisation. People's Palace Projects, pp. 21-41. ISBN 9781399907873

2020

Fassetta, G. , Al-Masri, N., Attia, M. and Phipps, A. (2020) Gaza teaches Arabic online: opportunities, challenges and ways forward. In: Fassetta, G., Al-Masri, N. and Phipps, A. (eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching Multilingually. Multilingual Matters. ISBN 9781788929585 (pbk) 9781788929592 (hbk)

Phipps, A. , Fassetta, G. and Al-Masri, N. (2020) Prologue: Collaborating under siege: a WhatsApp tale. In: Fassetta, G., Al-Masri, N. and Phipps, A. (eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching Multilingually. Multilingual Matters. ISBN 9781788929585 (pbk) 9781788929592 (hbk)

Fassetta, G. , Al-Masri, N. and Phipps, A. (Eds.) (2020) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching multilingually. Multilingual Matters: Bristol. ISBN 9781788929592

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)

2018

Fassetta, G. and Imperiale, M. G. (2018) Indigenous Engagement, Research Partnerships, and Knowledge Mobilisation: Think Piece. Other. UKRI.

Sime, D., Fassetta, G. and McClung, M. (2018) ‘It’s good enough that children are accepted’: Roma migrant mothers’ views of their children’s education post-migration. British Journal of Sociology of Education, 39(3), pp. 316-332. (doi: 10.1080/01425692.2017.1343125)

2017

Imperiale, M. G., Phipps, A. , Al-Masri, N. and Fassetta, G. (2017) Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine. In: Erling, E. J. (ed.) English Across the Fracture Lines. British Council: London, pp. 31-38. ISBN 9780863558788

McPake, J., McLeod, W., O'Hanlon, F., Fassetta, G. and Wilson, M. (2017) Professional development programmes for teachers moving from majority to minoritised language medium education: lessons from a comparative study. Language Policy, 16(1), pp. 79-105. (doi: 10.1007/s10993-015-9395-6)

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)

2016

Fassetta, G. , Phipps, A. and Imperiale, M. G. (2016) Review essay. Hospitality and Society, 6(2), pp. 183-192. (doi: 10.1386/hosp.6.2.183_7)

Santoro, N., Sosu, E. and Fassetta, G. (2016) 'You have to be a bit brave': barriers to Scottish student-teachers' participation in study-abroad programmes. Journal of Education for Teaching, 42(1), pp. 17-27. (doi: 10.1080/02607476.2015.1131364)

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)

Fassetta, G. , Da Lomba, S. and Quinn, N. (2016) A healthy start? Experiences of pregnant refugee and asylum seeking women in Scotland. Documentation. British Red Cross.

2015

Fassetta, G. (2015) Communicating attitudes: Ghanaian children's expectations and experiences of Italian educational institutions. Childhood, 22(1), pp. 23-38. (doi: 10.1177/0907568213512691)

Phipps, A. and Fassetta, G. (2015) A critical analysis of language policy in Scotland. European Journal of Language Policy, 7(1), pp. 5-28. (doi: 10.3828/ejlp.2015.2)

2014

Fassetta, G. , Siebelt, L. and Mitchell, I. (2014) Transforming Lives: The First 18 Months of the MCR Pathways Mentoring Programme. Project Report. MCR Pathways, Glasgow.

Fassetta, G. (2014) Children’s agency in research: does photography empower participants? In: Smyth, G. and Santoro, N. (eds.) Methodologies for Researching Cultural Diversity in Education: International Perspectives. Institute of Education Press: London. ISBN 9781858565231

Fassetta, G. (2014) The social and symbolic aspects of languages in the narratives of young (prospective) migrants. Language and Intercultural Communication, 14(3), pp. 322-338. (doi: 10.1080/14708477.2014.898733)

Fassetta, G. , Pietka-Nikaza, E. and Smyth, G. (2014) Cultural diversity in popular culture: two case studies from a UK school based television drama. IJE4D-Journal: The International Journal of Education for Diversities, 3, pp. 101-118.

Sime, D., Fassetta, G. and McClung, M. (2014) Children On the Margins: A study on Roma children’s Engagement with Schooling and Other Services in Glasgow. Project Report. University of Strathclyde, Glasgow.

2013

McPake, J., McLeod, W., O'Hanlon, F., Fassetta, G. and Wilson, M. (2013) Gaelic For Teachers: Design Options For A Sabbatical Course Of Intensive Gaelic Language And Pedagogies For Qualified Teachers Wishing To Work In Gaelic Medium Classrooms. Project Report. Bòrd na Gàidhlig (Gaelic Board), Glasgow. (Unpublished)

2012

Fassetta, G. and Sime, D. (2012) At Home Abroad: A Guide for Migrant Parents on Services in Scotland. Other. University of Strathclyde, Glasgow.

2010

Fassetta, G. (2010) Without a safety net: participatory techniques in research with young migrants. Enquire(5), pp. 95-116.

This list was generated on Fri Sep 29 16:38:52 2023 BST.
Jump to: Articles | Book Sections | Edited Books | Research Reports or Papers
Number of items: 31.

Articles

Fassetta, G. and Imperiale, M. G. (2023) Language and integration of refugee children: reflections on delinking and decoloniality. L2 Journal, (Accepted for Publication)

Fassetta, G. , Imperiale, M. G., Alshobaki, S. and Al-Masri, N. (2023) Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process. Language and Intercultural Communication, (doi: 10.1080/14708477.2023.2247386) (Early Online Publication)

Imperiale, M. G., Fassetta, G. and Alshobaki, S. (2023) 'I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic. Language and Intercultural Communication, 23(4), pp. 367-384. (doi: 10.1080/14708477.2023.2168010)

Imperiale, M. G., Phipps, A. and Fassetta, G. (2021) On online practices of hospitality in higher education. Studies in Philosophy and Education, 40(6), pp. 629-648. (doi: 10.1007/s11217-021-09770-z)

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)

Sime, D., Fassetta, G. and McClung, M. (2018) ‘It’s good enough that children are accepted’: Roma migrant mothers’ views of their children’s education post-migration. British Journal of Sociology of Education, 39(3), pp. 316-332. (doi: 10.1080/01425692.2017.1343125)

McPake, J., McLeod, W., O'Hanlon, F., Fassetta, G. and Wilson, M. (2017) Professional development programmes for teachers moving from majority to minoritised language medium education: lessons from a comparative study. Language Policy, 16(1), pp. 79-105. (doi: 10.1007/s10993-015-9395-6)

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. , Phipps, A. and Imperiale, M. G. (2016) Review essay. Hospitality and Society, 6(2), pp. 183-192. (doi: 10.1386/hosp.6.2.183_7)

Santoro, N., Sosu, E. and Fassetta, G. (2016) 'You have to be a bit brave': barriers to Scottish student-teachers' participation in study-abroad programmes. Journal of Education for Teaching, 42(1), pp. 17-27. (doi: 10.1080/02607476.2015.1131364)

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)

Fassetta, G. (2015) Communicating attitudes: Ghanaian children's expectations and experiences of Italian educational institutions. Childhood, 22(1), pp. 23-38. (doi: 10.1177/0907568213512691)

Phipps, A. and Fassetta, G. (2015) A critical analysis of language policy in Scotland. European Journal of Language Policy, 7(1), pp. 5-28. (doi: 10.3828/ejlp.2015.2)

Fassetta, G. (2014) The social and symbolic aspects of languages in the narratives of young (prospective) migrants. Language and Intercultural Communication, 14(3), pp. 322-338. (doi: 10.1080/14708477.2014.898733)

Fassetta, G. , Pietka-Nikaza, E. and Smyth, G. (2014) Cultural diversity in popular culture: two case studies from a UK school based television drama. IJE4D-Journal: The International Journal of Education for Diversities, 3, pp. 101-118.

Fassetta, G. (2010) Without a safety net: participatory techniques in research with young migrants. Enquire(5), pp. 95-116.

Book Sections

Fassetta, G. and Imperiale, M. G. (2021) Revisiting indigenous engagement, research partnerships, and knowledge mobilisation: Think piece. In: Heritage, P. (ed.) Indigenous Research Methods: Partnerships, Engagement and Knowledge Mobilisation. People's Palace Projects, pp. 21-41. ISBN 9781399907873

Fassetta, G. , Al-Masri, N., Attia, M. and Phipps, A. (2020) Gaza teaches Arabic online: opportunities, challenges and ways forward. In: Fassetta, G., Al-Masri, N. and Phipps, A. (eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching Multilingually. Multilingual Matters. ISBN 9781788929585 (pbk) 9781788929592 (hbk)

Phipps, A. , Fassetta, G. and Al-Masri, N. (2020) Prologue: Collaborating under siege: a WhatsApp tale. In: Fassetta, G., Al-Masri, N. and Phipps, A. (eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching Multilingually. Multilingual Matters. ISBN 9781788929585 (pbk) 9781788929592 (hbk)

Imperiale, M. G., Phipps, A. , Al-Masri, N. and Fassetta, G. (2017) Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine. In: Erling, E. J. (ed.) English Across the Fracture Lines. British Council: London, pp. 31-38. ISBN 9780863558788

Fassetta, G. (2014) Children’s agency in research: does photography empower participants? In: Smyth, G. and Santoro, N. (eds.) Methodologies for Researching Cultural Diversity in Education: International Perspectives. Institute of Education Press: London. ISBN 9781858565231

Edited Books

Fassetta, G. , Al-Masri, N. and Phipps, A. (Eds.) (2020) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching multilingually. Multilingual Matters: Bristol. ISBN 9781788929592

Research Reports or Papers

Imperiale, M. G., Fassetta, G. and Ross, D. (2023) Reflections on the LINEs project. Other. LINEs.

Ross, D., Imperiale, M. G. and Fassetta, G. (2023) Learning for informal and nonformal educators in Lebanon and Jordan (LINEs). Project Report. LINEs.

Fassetta, G. , Imperiale, M. G., Hirsu, L. and Alshobaki, S. (2023) Welcoming Languages. Project Report. School of Education, University of Glasgow (UK) and Arabic Center, Islamic University of Gaza (Palestine).

Fassetta, G. and Imperiale, M. G. (2018) Indigenous Engagement, Research Partnerships, and Knowledge Mobilisation: Think Piece. Other. UKRI.

Fassetta, G. , Da Lomba, S. and Quinn, N. (2016) A healthy start? Experiences of pregnant refugee and asylum seeking women in Scotland. Documentation. British Red Cross.

Fassetta, G. , Siebelt, L. and Mitchell, I. (2014) Transforming Lives: The First 18 Months of the MCR Pathways Mentoring Programme. Project Report. MCR Pathways, Glasgow.

Sime, D., Fassetta, G. and McClung, M. (2014) Children On the Margins: A study on Roma children’s Engagement with Schooling and Other Services in Glasgow. Project Report. University of Strathclyde, Glasgow.

McPake, J., McLeod, W., O'Hanlon, F., Fassetta, G. and Wilson, M. (2013) Gaelic For Teachers: Design Options For A Sabbatical Course Of Intensive Gaelic Language And Pedagogies For Qualified Teachers Wishing To Work In Gaelic Medium Classrooms. Project Report. Bòrd na Gàidhlig (Gaelic Board), Glasgow. (Unpublished)

Fassetta, G. and Sime, D. (2012) At Home Abroad: A Guide for Migrant Parents on Services in Scotland. Other. University of Strathclyde, Glasgow.

This list was generated on Fri Sep 29 16:38:52 2023 BST.

Grants

2022 PI - AHRC (Follow On Funding) "Welcoming Languages: Including a Refugee Language in Scottish Education" (Ref. AH/W006030/1)

2020 PI - Covid Allocation for the "Culture for Sustainable and Inclusive Peace (CUSP) - Development Award" (RCUK EPSRC - CoA 308326)

2019 Co-I - AHRC GCRF Project "Culture for Sustainable and Inclusive Peace (CUSP) Network Plus" (AH/T007931/1, PI Prof Alison Phipps)

2019 PI - AHRC GCRF Project "Culture for Sustainable and Inclusive Peace (CUSP) - Development Award" (Ref. AH/T005424/1) 

2018 PI - GCRF IAA Project "Accelerating the impact of the Online Arabic from Palestine (OAfP) language course" (Ref. EP/S51584X/1) 

2018 PI - ESRC/AHRC GCRF Project "Indigenous engagement, research partnerships and knowledge mobilisation" (Consultancy)

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)

 

 

 

Supervision

I currently supervise Master and PhD students working in the areas of languages, intercultural exchanges, migration, education and inclusion.

I welcome PhD proposals in the areas of: 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. 

Teaching

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)

Additional information

I am a member of the School of Education Ethics Committee.

I co-convene the Glasgow Refugee Asylum and Migration Network (GRAMNet)


Giovana Fassetta profile pic