Dr Maria Grazia Imperiale

  • Lecturer in Adult Education (School of Education)

Biography

I hold a PhD in Language Education (University of Glasgow), and my doctoral research looked at intercultural language education in the context of siege of the Gaza Strip (Palestine). I hold a MA (Hons) in Applied Linguistics and Intercultural Communication (University for Foreigners of Siena, Italy), and a BA (Hons) in Linguistic and Intercultural Mediation (University for Foreigners of Siena). I am CELTA certified (Pass A). 

I am a qualified language teacher and teacher trainer, and I taught Italian and English as foreign languages to adults in Italy, Australia, Lebanon, Morocco, UK. I have several experiences of teaching and volunteering with refugees from the Middle East.

I worked as a postdoctoral research associate on several research projects. I coordinated the Culture for Sustainable and Inclusive Peace Network+, researching conflict transformation through arts-based methods in Palestine, Mexico, Morocco, Zimbabwe, and Ghana. 

 

 

Research interests

I am interested in intercultural language education in situation of emergencies and protracted crisis, and in language education for wellbeing and resilience. My focus is on adult education. 

I am also interested in teacher identity and agency; teacher wellbeing; critical pedagogy; pedagogies of discomfort; local and global theories and perspectives in adult education. 

Methodologically, I work with qualitative approaches. In particular, I am interested in participatory methodologies, in art-based methods, in decolonizing methodologies and indigenous knowledges, with a strong interest in ethics in research in fragile settings. 

Publications

List by: Type | Date

Jump to: 2022 | 2021 | 2020 | 2018 | 2017 | 2016
Number of items: 18.

2022

Imperiale, M. G. (2022) Expressing emotions with students in the Gaza Strip. In: Birch, B. M. (ed.) Creating Classrooms of Peace in English Language Teaching. Routledge. ISBN 9780367705817

Imperiale, M. G. and Slade, B. (2022) Learning with and from refugees: adult education to strengthen inclusive societies. CR&DALL Briefing Paper 6/PASCAL Briefing Paper 20. Documentation. CR&DALL/PASCAL, Glasgow.

Imperiale, M. G. and Phipps, A. (2022) Cuts destroy, hurt, kill: a critical metaphor analysis of the response of UK academics to the UK overseas aid budget funding cuts. Journal of Multicultural Discourses, (doi: 10.1080/17447143.2021.2024838) (Early Online Publication)

Imperiale, M. G. (2022) English in Palestine. In: The Wiley Blackwell Encyclopedia of World Englishes. Wiley. (Accepted for Publication)

Imperiale, M. G. (2022) On language teachers as agents of cultural relations. Other. British Council.

2021

Imperiale, M. G. (2021) Building relationships and praxis despite persistent obstacles. In: Kara, H. and Khoo, S.-m. (eds.) Qualitative and Digital Research in Times of Crisis: Methods, Reflexivity and Ethics. Policy Press. ISBN 9781447363798

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

Imperiale, M. G. (2021) Intercultural education in times of restricted travel: lessons from the Gaza Strip. Intercultural Communication Education, 4(1), pp. 22-38. (doi: 10.29140/ice.v4.n1.446)

Imperiale, M. G., Mander, S. and Ross, D. (2021) Exploring Teacher Identity and Agency through the Tree of Life Approach. Early Career English Teacher Identity Project Report. Project Report. British Council, London.

2020

Imperiale, M. G. (2020) (In)articulability of pain and trauma: idioms of distress in the Gaza Strip. In: Fassetta, G., Al-Masri, N. and Phipps, A. (eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching multilingually (4). 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.

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

Imperiale, M. G. (2017) A capability approach to language education in the Gaza Strip: “To plant hope in a land of despair”. Critical Multilingualism Studies, 5(1), pp. 37-58.

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)

White, R. G. , Imperiale, M. G. and Perera, E. (2016) The capabilities approach: fostering contexts for enhancing mental health and wellbeing across the globe. Globalization and Health, 12, 16. (doi: 10.1186/s12992-016-0150-3) (PMID:27150600) (PMCID:PMC4858826)

This list was generated on Sun Jul 3 18:05:50 2022 BST.
Number of items: 18.

Articles

Imperiale, M. G. and Phipps, A. (2022) Cuts destroy, hurt, kill: a critical metaphor analysis of the response of UK academics to the UK overseas aid budget funding cuts. Journal of Multicultural Discourses, (doi: 10.1080/17447143.2021.2024838) (Early Online Publication)

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)

Imperiale, M. G. (2021) Intercultural education in times of restricted travel: lessons from the Gaza Strip. Intercultural Communication Education, 4(1), pp. 22-38. (doi: 10.29140/ice.v4.n1.446)

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)

Imperiale, M. G. (2017) A capability approach to language education in the Gaza Strip: “To plant hope in a land of despair”. Critical Multilingualism Studies, 5(1), pp. 37-58.

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)

White, R. G. , Imperiale, M. G. and Perera, E. (2016) The capabilities approach: fostering contexts for enhancing mental health and wellbeing across the globe. Globalization and Health, 12, 16. (doi: 10.1186/s12992-016-0150-3) (PMID:27150600) (PMCID:PMC4858826)

Book Sections

Imperiale, M. G. (2022) Expressing emotions with students in the Gaza Strip. In: Birch, B. M. (ed.) Creating Classrooms of Peace in English Language Teaching. Routledge. ISBN 9780367705817

Imperiale, M. G. (2022) English in Palestine. In: The Wiley Blackwell Encyclopedia of World Englishes. Wiley. (Accepted for Publication)

Imperiale, M. G. (2021) Building relationships and praxis despite persistent obstacles. In: Kara, H. and Khoo, S.-m. (eds.) Qualitative and Digital Research in Times of Crisis: Methods, Reflexivity and Ethics. Policy Press. ISBN 9781447363798

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

Imperiale, M. G. (2020) (In)articulability of pain and trauma: idioms of distress in the Gaza Strip. In: Fassetta, G., Al-Masri, N. and Phipps, A. (eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Series: Researching multilingually (4). Multilingual Matters: Bristol. ISBN 9781788929592

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

Research Reports or Papers

Imperiale, M. G. and Slade, B. (2022) Learning with and from refugees: adult education to strengthen inclusive societies. CR&DALL Briefing Paper 6/PASCAL Briefing Paper 20. Documentation. CR&DALL/PASCAL, Glasgow.

Imperiale, M. G. (2022) On language teachers as agents of cultural relations. Other. British Council.

Imperiale, M. G., Mander, S. and Ross, D. (2021) Exploring Teacher Identity and Agency through the Tree of Life Approach. Early Career English Teacher Identity Project Report. Project Report. British Council, London.

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

This list was generated on Sun Jul 3 18:05:50 2022 BST.

Grants

British Council consultancy 'Early Career English Teacher Identity and Agency'

British Council prize for the essay 'Language teachers as agents of cultural relations and intercultural understanding'

British Council consultancy on the project 'Ethiopia language for resilience'

Doctoral Research on the AHRC ‘Researching Multilingually at the Borders of Language, the Body, Law and the State’.

Award Ph.D. Visiting Scheme at the University of Luxembourg

Award Saifi Institute (Beirut): Intensive Course of Intermediate Arabic

Supervision

I would be happy to supervise students interested in: intercultural dialogue, language education in situation of emergencies and crisis, language teachers' wellbeing, the capabilities approach applied to education and language education, creative teaching pedagogies, participatory action research, peacebuilding and conflict transformation, integration through languages and the arts, decolonizing methodologies and indigenous knowledges.

Teaching

I am teaching on: 

International Masters in Adult Education for Social Change (IMAESC)

  • Dissertation course (course leader)

MSc/MEd Education for Sustainable Futures

  • Local and global theories and perspectives  (course leader)
  • Approaches to Inclusive Learning

MSc/MEd Educational Studies

  • International Issues in Adult Education (course leader)

Additional information

I am a member of the GRAMNet (Glasgow Refugee Asylum Migration Network) steering committee.