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; the capabilities approach; integration and hospitality. 

Methodologically, I work with qualitative approaches. In particular, I am interested in participatory methodologies, in arts-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: 2024 | 2023 | 2022 | 2021 | 2020 | 2018 | 2017 | 2016
Number of items: 30.

2024

Imperiale, M. G. (2024) Failure in research: Not being able to get access, and what I learned from that. In: Cohen Miller, A. (ed.) Transformative Moments in Qualitative Research: Method, Theory, and Reflection. Routledge: London, pp. 111-118. ISBN 9781003343813 (doi: 10.4324/9781003343813)

Moskal, M. , Fassetta, G. , Imperiale, M. G. and Spurway, J. (2024) ‘To translate feelings not words’. Humanitarian interpreting: challenging institutional and professional boundaries in interpreting for refugees. Language and Intercultural Communication, (doi: 10.1080/14708477.2024.2317138) (Early Online Publication)

2023

Imperiale, M. G., Ross, D. and Fassetta, G. (2023) Improving refugee teacher development in Lebanon and Jordan: nurturing teacher identity, relationships, and agency. In: Henderson, C. J. (ed.) Refugee Teachers: The Heart of the Global Refugee Response. Series: Policy Insights (#02). NORRAG, pp. 67-68.

Fassetta, G. and Imperiale, M. G. (2023) Language and integration of refugee children: reflections on delinking and decoloniality. L2 Journal, 15(1), pp. 1-19. (doi: 10.5070/L2.2466)

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, 23(6), pp. 559-573. (doi: 10.1080/14708477.2023.2247386)

Badwan, K. et al. (2023) Subject Benchmark Statement: Linguistics. Documentation. QAA.

Imperiale, M. G. (2023) English for creative resistance: Critical pedagogy in a teacher education programme in Palestine. In: Hird, D. (ed.) Critical Pedagogies for Modern Languages Education. Criticality, Decolonization, and Social Justice. Series: Bloomsbury guidebooks for language teachers. Bloomsbury Academic: London. ISBN 9781350298774

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)

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, 17(1), pp. 61-77. (doi: 10.1080/17447143.2021.2024838)

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

Moskal, M. , Imperiale, M. G., Fassetta, G. and Spurway, J. (2021) Ethics in humanitarian interpretation. In: Handbook: Interpreting for Refugees. Inter4Ref Consortium, pp. 52-77.

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 Wed May 22 15:34:40 2024 BST.
Number of items: 30.

Articles

Moskal, M. , Fassetta, G. , Imperiale, M. G. and Spurway, J. (2024) ‘To translate feelings not words’. Humanitarian interpreting: challenging institutional and professional boundaries in interpreting for refugees. Language and Intercultural Communication, (doi: 10.1080/14708477.2024.2317138) (Early Online Publication)

Fassetta, G. and Imperiale, M. G. (2023) Language and integration of refugee children: reflections on delinking and decoloniality. L2 Journal, 15(1), pp. 1-19. (doi: 10.5070/L2.2466)

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, 23(6), pp. 559-573. (doi: 10.1080/14708477.2023.2247386)

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. 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, 17(1), pp. 61-77. (doi: 10.1080/17447143.2021.2024838)

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. (2024) Failure in research: Not being able to get access, and what I learned from that. In: Cohen Miller, A. (ed.) Transformative Moments in Qualitative Research: Method, Theory, and Reflection. Routledge: London, pp. 111-118. ISBN 9781003343813 (doi: 10.4324/9781003343813)

Imperiale, M. G., Ross, D. and Fassetta, G. (2023) Improving refugee teacher development in Lebanon and Jordan: nurturing teacher identity, relationships, and agency. In: Henderson, C. J. (ed.) Refugee Teachers: The Heart of the Global Refugee Response. Series: Policy Insights (#02). NORRAG, pp. 67-68.

Imperiale, M. G. (2023) English for creative resistance: Critical pedagogy in a teacher education programme in Palestine. In: Hird, D. (ed.) Critical Pedagogies for Modern Languages Education. Criticality, Decolonization, and Social Justice. Series: Bloomsbury guidebooks for language teachers. Bloomsbury Academic: London. ISBN 9781350298774

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

Moskal, M. , Imperiale, M. G., Fassetta, G. and Spurway, J. (2021) Ethics in humanitarian interpretation. In: Handbook: Interpreting for Refugees. Inter4Ref Consortium, pp. 52-77.

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

Badwan, K. et al. (2023) Subject Benchmark Statement: Linguistics. Documentation. QAA.

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. 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 Wed May 22 15:34:40 2024 BST.

Grants

[PI] Learning for Informal and Non-Formal Educators in Refugee Settings in Lebanon and Jordan. Jan-June 2023. GCRF GCID Small Grant, University of Glasgow [Co-I Dr G. Fassetta; D. Ross] £19,671

[PI] Inward visit to build sustainable collaboration between UofG and the University of Thessaly. Jan-June 2023. IPDF, University of Glasgow. £3,675

[PI] Academic Returner Research Support Grant. Jan 2023- Jan 2024. University of Glasgow, £9,217

[CO-I] Seeing Arts Health Research Enacted (SHARED): Understanding what works for whom in arts and humanities-based approaches for mental health and wellbeing across the globe. Aug 2022-July 2023. AHRC Networking Grant.  [PI: prof Josie Billington, University of Liverpool] £45,000

[CO-I] Welcoming Languages: Including a refugee language in Scottish education.  Jan 2022-Dec 2022. AHRC Follow On. [PI Dr G Fassetta] £99,750

[PI]  'Early Career English Teacher Identity and Agency' Jan 2021- May 2021. British Council Consultancy.

British Council Award for the essay 'On Language teachers as agents of cultural relations'

[PI] Interim Evaluation of Ethiopia language for resilience programme. Jan 2020- Feb 2020. British Council Consultancy. 

Scholarship for Doctoral Research within the AHRC ‘Researching Multilingually at the Borders of Language, the Body, Law and the State’ project. £145,000

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.

  • Li, Keying
    The Formation and Development of Ethnic Identity
  • Yang, Guiping
    A Study on the Mismatch of Public English Education...

Teaching

I am teaching on: 

International Masters in Adult Education for Social Change (IMAESC)

  • Dissertation course (course lead)

MSc/MEd Educational Studies

  • International Issues in Adult Education (course lead)
  • Language and Intercultural Education for a Globalised World (course lead)

Additional information

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