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Kevin W. H. Tai Profile page

• Honorary Research Fellow IOE - Culture, Communication & Media
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• The University of Hong Kong, Room 653, Meng Wah Complex, Faculty of Education, Hong Kong, Hong Kong
• https://web.edu.hku.hk/faculty-academics/kwhtai

Professor Kevin W. H. Tai is Assistant Professor of Language and Literacy Education and Co-Director of the Centre for Advancement in Inclusive and Special Education (CAISE) at the Faculty of Education, The University of Hong Kong. Additionally, he is Honorary Research Fellow at IOE, UCL's Faculty of Education and Society in University College London (UCL). He also serves as Chair of the Special Interest Group for Translanguaging and Inclusive Education, which is affiliated with CAISE at The University of Hong Kong, to build up a community of researchers and practitioners who share an interest in promoting translanguaging as an inclusive pedagogical approach in teaching and learning. He was recently awarded the RGC Early Career Award (ECA) in 2023/24 from the Research Grants Council (RGC) of Hong Kong, the University Research Output Prize and the Faculty Early Career Research Output Award from The University of Hong Kong for recognising his excellent achievements in research. In relation to his editorial positions, Professor Kevin Tai is Editor of The Language Learning Journal (ESCI-listed Journal; Routledge), Assistant Editor of the International Journal of Bilingual Education and Bilingualism (SSCI-listed Journal; Routledge) and Executive Guest Editor of Learning and Instruction (SSCI-listed Journal; Elsevier). Professor Kevin Tai has a PhD in Applied Linguistics from UCL and his doctoral research was fully funded by the UK Economic and Social Research Council (ESRC). He completed his doctoral coursework in Educational Research at the University of Cambridge, where he was Hughes Hall Hong Kong Alumni Scholar. He holds an MSc degree in Applied Linguistics and Second Language Acquisition from the University of Oxford and a BA (Hons) degree in English Language and Literature with First Class Honours (top of the cohort) from Newcastle University, UK. Professor Tai is CELTA-qualified and his research interests include: language education policy, classroom discourse, translanguaging in multilingual contexts and qualitative research methods (particularly Multimodal Conversation Analysis, Interpretative Phenomenological Analysis and Linguistic Ethnography). His research has appeared in international peer-reviewed journals, including Classroom Discourse, Language and Education, Linguistics and Education, System, Applied Linguistics, International Journal of Science Education, Language Teaching Research, Applied Linguistics Review, Research in Science Education, International Journal of Bilingual Education and Bilingualism, and International Review of Applied Linguistics in Language Teaching. Professor Tai is a Fellow of the Royal Society of Arts (FRSA) and a Fellow of the Higher Education Academy (FHEA). Academic Background BA (Hons) in English Language and Literature (First Class Honours and ranked 1st in the cohort), Newcastle University, UK MSc in Applied Linguistics and Second Language Acquisition (Distinction in Dissertation), University of Oxford, UK PhD (Coursework) in Second Language Education, University of Cambridge, UK PhD in Applied Linguistics (Pass without Corrections), University College London, UK [Principal Supervisor: Professor Li Wei; Internal and External Examiners: Professor Steve Walsh and Professor John Gray]. Certificate in English Language Teaching to Adults (CELTA), Cambridge Assessment English Diploma in Teaching English to Speakers of Other Languages (DELTA) Module One, Cambridge Assessment English Editorial Positions Editor, The Language Learning Journal (Routledge, ESCI-listed Journal) Assistant Editor, International Journal of Bilingual Education and Bilingualism (Routledge, SSCI-listed Journal) Executive Guest Editor, Learning and Instruction (Elsevier, SSCI-listed Journal) [Special Issue: “The Role of Multilingualism in Content and Language Integrated Learning Classroom Context”] Review Panel Member, Journal of Education, Language, and Ideology Research Advisor, Cambridge Educational Research E-Journal Peer Reviewer for Conference Proposals Strand Coordinator of the Analysis of Discourse and Interaction Strand, 2023 and 2024 Conference of the American Association of Applied Linguistics (AAAL) Grant Assessor External Reviewer of Faculty Development Scheme (FDS) (RGC Competitive Research Funding Scheme for the Local Self-financing Degree Sector), Research Grants Council of Hong Kong

UNIVERSITY COLLEGE LONDON APPOINTMENTS

• Honorary Research Fellow University College London, IOE - Culture, Communication & Media

ACADEMIC POSITIONS

• Assistant Professor of Language and Literacy Education The University of Hong Kong, Faculty of Education, Hong Kong 1 Aug 2022 - present
• Co-Director, Centre for Advancement in Inclusive and Special Education (CAISE) Faculty of Education, The University of Hong Kong, Hong Kong 3 Jul 2023 - present
• Chair The University of Hong Kong, Special Interest Group for Translanguaging and Inclusive Education, Centre for Advancement in Inclusive and Special Education (CAISE), Hong Kong 19 Oct 2023 - present
• Honorary Research Fellow University College London, IOE, UCL's Faculty of Education and Society, United Kingdom 1 Dec 2021 - present
• Editor The Language Learning Journal (Routledge), United Kingdom 21 Sep 2023 - present
• Assistant Editor International Journal of Bilingual Education and Bilingualism (Routledge), United Kingdom 2 Aug 2021 - present
• Executive Guest Editor (Special Issue) Learning and Instruction (Elsevier), United Kingdom 3 Oct 2022 - present

CERTIFICATIONS

• PhD in Applied Linguistics (Pass without Corrections) University College London, United Kingdom
• MSc in Applied Linguistics and Second Language Acquisition University of Oxford, Oxford, United Kingdom
• BA (Hons) in English Language and Literature (First Class Honours and Top of the Cohort) Newcastle University, Newcastle upon Tyne, United Kingdom
• Life Fellow of Royal Society of Arts Royal Society of Arts, London, United Kingdom
• Fellow of Higher Education Academy (FHEA) Advance HE, York, United Kingdom
• Certificate in English Language Teaching to Adults (CELTA) Cambridge Assessment English
• Diploma in Teaching English to Speakers of Other Languages (DELTA) Module One Cambridge Assessment English

POSTGRADUATE TRAINING

• Translanguaging in Hong Kong English Medium Instruction Classrooms: An Ethnomethodologically Informed Study of Classroom Interaction and Teachers’ Reflection University College London, IOE, UCL's Faculty of Education and Society, London, United Kingdom 2 Sep 2019 - 30 Sep 2021 PhD Thesis Other Supervised by Li W
• Vocabulary Explanations and Second Language Development in Adult Beginner-Level ESOL Classroom Interaction: A Conversation Analysis Perspective University of Oxford, Oxford, United Kingdom 2 Oct 2017 - 30 Sep 2018 MSc Dissertation Other
• English Can read, write, speak, understand and peer review
• Chinese (Cantonese) Can read, write, speak and understand
• Chinese (Mandarin) Can read, write, speak and understand

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Charlotte Hamilton Clark

• Other Affiliations: University of Edinburgh , Global Health Academy , Graduate Student University of Oxford , Biochemistry , Alumnus add
• Research Interests: Higher Education , Dyslexia , Disability Studies , Self and Identity , Neurodiversity in Higher Education , NeuroDiversity - Awareness and Acceptance , and 2 more Educational Technology and science and technology studies (STS) ( Educational Technology and science and technology studies (STS) ) edit
• About: PhD UCL Institute of Education (Dyslexia research, located in Disability studies) MSc University of Edinburgh (Biodiversity, Wildlife and Ecosystem Health) MA Oxford University (Biochemistry) edit
• Supervisors: Professor Martin Oliver, UCL Institute of Education , Professor Mina Vasalou, UCL Institute of Education edit

DOI: 10.1111/1471-3802.12683

Publication date: 2024, publication name: jorsen, research interests: self and identity , disability studies , equity and social justice in higher education , dyslexia , and classification (), publication date: 2021, publication name: ucl ioe blog, research interests: equity and social justice in higher education , higher education studies , and dyslexia (), research interests: physical geography , globalization and higher education , learning and teaching in higher education , and internationalization of higher education (), research interests: environmental education and higher education (), publication date: 2022, publication name: ucl thesis, research interests: self and identity , disability studies , higher education , and dyslexia (), more info: clark, c. h. & oliver, m. (2024) explanation, engagement, exclusion: students' negotiations with dyslexia classification in uk universities. paper presented at society for social studies of science 2023, honolulu, hawai'i., publication date: 2023.

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Key Competences and New Literacies

From Slogans to School Reality

• © 2023
• Maria Dobryakova   ORCID: https://orcid.org/0000-0002-9475-5476 0 ,
• Isak Froumin   ORCID: https://orcid.org/0000-0001-9228-3770 1 ,
• Kirill Barannikov   ORCID: https://orcid.org/0000-0001-5182-9458 2 ,
• Gemma Moss 3 ,
• Igor Remorenko   ORCID: https://orcid.org/0000-0002-8775-4248 4 ,
• Jarkko Hautamäki 5

Institute of Education, National Research University Higher School of Economics, Moscow, Russia

You can also search for this editor in PubMed   Google Scholar

Head of the Observatory of Higher Education Innovations, Jacobs University, Bremen, Germany

Moscow city university, moscow, russia, university college london, london, uk, university of helsinki, helsinki, finland.

• Includes case studies from 8 countries on the competence-turn in the curriculum
• Describes pedagogical approaches to foster 21st century skills
• Outlines the components of environmental literacy

Part of the book series: UNIPA Springer Series (USS)

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About this book

This edited book is a unique comprehensive discussion of 21 st  century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21 st  century skills and offers a scalable solution to align multiple competency and literacy frameworks.

The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers.

• Learning Objectives
• New Literacies
• Canadian Education
• Education in China
• Education in the UK
• Cultivating Key Competences
• Education in Republic of Korea
• Education in Finland
• Education in Poland
• Twenty-First Century Skills and Learning
• Education in USA
• Education in Russia
• Key competencies
• 21st Century Curriculum
• Curriculum Reform
• Transversal Competences
• Functional Literacy
• Digital literacy
• Competence-based Education
• Critical Thinking

Table of contents (15 chapters)

Front matter, introduction.

• Maria Dobryakova, Isak Froumin

The World Is Changing, and Education Is Changing with It

A framework of key competences and new literacies.

• Maria Dobryakova, Isak Froumin, Gemma Moss, Norbert Seel, Kirill Barannikov, Igor Remorenko

Canada (Ontario): A Unifying Theme for Canadian Education Is Equity

• Michele Peterson-Badali, Elisabeth Rees-Johnstone, Evelyn Wilson, Bev Freedman, Denese Belchetz, Karen Grose et al.

China: Fostering Students with All-round Attainments in Moral, Intellectual, Physical and Aesthetic Grounding

• Huanhuan Xia, You You

England: Knowledge, Competences and Curriculum Reform—Why the English Case Stands Out

• Gemma Moss, Ann Hodgson, Susan Cousin

Republic of Korea: Cultivating Key Competences

• Junehee Yoo, Euichang Choi, Dongil Kim, Kyunghee So, Chan-Jong Kim, Il Lee et al.

Finland: Improving Pupils’ Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement

• Jarkko Hautamäki, Raisa Ahtiainen, Natalia Gustavson, Risto Hotulainen, Sirkku Kupiainen, Marja Tamm et al.

Poland: The Learning Environment that Brought About a Change

• Maciej Jakubowski, Jerzy Wiśniewski

Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States

• Michael Russell, Henry Braun, Binbin Zhu

Russian Federation: At a Conceptual Crossroads

• Kirill Barannikov, Maria Dobryakova, Isak Froumin, Igor Remorenko

Pedagogical and School Practices to Foster Key Competences and Domain-General Literacy

• Maria Dobryakova, Norbert Seel

A Modern Aspect of Instrumental Literacy: Coding

• Suhas Parandekar, Eugeny Patarakin, Gulcan Yayla

How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy

Maria Dobryakova

How Countries Reform Their Curricula to Support the Development of Key Competences

• Kirill Barannikov, Igor Remorenko, Isak Froumin

Editors and Affiliations

Isak Froumin

Kirill Barannikov, Igor Remorenko

Jarkko Hautamäki

About the editors

Maria Dobryakova  graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program). 

Isak Froumin  headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)—the first graduate school of education in Russia—from 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School  (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education.

Kirill A. Barannikov  is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives  (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities. 

Jarkko Hautamäki  graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland. 

Gemma Moss  is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (2015–17), was a member of the European Education Research Association Council (2016–18), was director of the Centre for Critical Education Studies at the Institute of Education (2007–11) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22).  Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment.  Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge to bear on contentious questions in education, where funders require rapid answers.  

Igor M. Remorenko  has been holding the post of the rector of the Moscow City University since 2013. He has a Ph.D. and full-doctor degree in Education. From 2009 to 2011, he held the post of the director of the Department of the State Policy and Legal Regulations in Education, Department of the State Policy in Education, Department of the Strategic Development of the Ministry of Education and Science of the Russian Federation; supervised the top-priority national project “Education” and programs to support the innovative development of the higher education institutes. From 2011 to 2013, he is the deputy minister of Education and Science of the Russian Federation. He is the author of a number of the scientific publications, two monographs. He participates in the researches in the field of educational policy, development of managerial approaches in education and multiple international and national projects in the sphere of education.

Bibliographic Information

Book Title : Key Competences and New Literacies

Book Subtitle : From Slogans to School Reality

Editors : Maria Dobryakova, Isak Froumin, Kirill Barannikov, Gemma Moss, Igor Remorenko, Jarkko Hautamäki

Series Title : UNIPA Springer Series

DOI : https://doi.org/10.1007/978-3-031-23281-7

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

Hardcover ISBN : 978-3-031-23280-0 Published: 23 August 2023

Softcover ISBN : 978-3-031-23283-1 Due: 23 September 2023

eBook ISBN : 978-3-031-23281-7 Published: 22 August 2023

Series ISSN : 2366-7516

Series E-ISSN : 2366-7524

Edition Number : 1

Number of Pages : VI, 426

Number of Illustrations : 18 b/w illustrations, 27 illustrations in colour

Topics : Curriculum Studies , Study and Learning Skills , International and Comparative Education , Educational Policy and Politics

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Writing the Cityscape: Narratives of Moscow since 1991

This thesis considers how continuity and transformation, the past and the future, are inscribed into the cityscape. Drawing on Roland Barthes’ image of the city as ‘a discourse’ and Michel de Certeau’s concept of the Wandersmänner, who write the city with their daily movements, this thesis takes urban space as both a repository of, and inspiration for, narratives. In few cities is the significance of writing narratives more visible than in Moscow. In the 1930s, it was conceived as the archetypal Soviet city, embodying the Soviet Union’s radiant future. Since the deconstruction of this grand narrative and the fall of the Soviet Union, competing ideas have flooded in to fill the void. With glass shopping arcades, a towering new business district, and reconstructed old churches, Moscow’s facelift offers only part of the picture. A number of other visions have been imprinted onto the post-Soviet city: nostalgic impulses for the simplicity of old Moscow; the search for a new, stable, powerful centre; desires for luxury, privatized gated communities; and feelings of abandonment in the grey, decaying, sprawling suburbs. Following an overview of recent changes to Moscow’s topography, these four major themes are investigated through the prism of post-Soviet Russian literature. Retro-detective fiction offers insight into nostalgia for the past and the temporal layers that build up the palimpsestic cityscape. Descriptions of Moscow after the apocalypse shed light on the city’s traditional concentric structure and the concomitant symbolism of hierarchy. Glamour literature challenges this paradigm by focusing on the gated community, a topographical form that splinters the city. Images of the supernatural and the Gothic lead to an alternative vision of the hybrid city, embracing multiplicity. In this way, fictional works defy the physical world’s constraints of time and space, revealing a kaleidoscope of different perspectives on post-Soviet Muscovite experiences.

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UCL Media BA degree show launch

05 June 2024, 6:00 pm–9:00 pm

Join this event for the launch of the first ever Media BA degree show, 'We Know More Than We Can Tell' – featuring the programme's first graduating students.

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We Know More Than We Can Tell is a diverse showcase of podcasts, documentaries, games, installations and short fictional films exploring the infinite possibilities of knowledge production in the digital age.

This showcase reflects on Michael Polanyi's influential work – the idea that much of our understanding of the world is beyond what we can easily articulate using only language. Through this exhibition, experience how emerging media professionals explore and express complex, often unspoken dimensions of knowledge via a diverse range of media formats.

Students will offer fresh, personal perspectives on media and interrogate its role in creating and communicating both tacit and explicit forms of knowledge: how the media is made, how it’s experienced, its social function, its history and what its future might be. This exhibition emerges from three years of practice-based research and innovation across disciplinary boundaries, including media histories, media and cultural studies, anthropology, digital art, games design and film making.

The exhibition runs from 6 – 15 June 2024.

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