Scots Articles


Gled tae see ye'

A speak aften in ma work o the cultural constraints I kent in ma education as a bairn raised amangst Scotland's traditional leids an tunes. The inclusion o this linguistic element o ma heritage in ma scrievin feels like an important act in takkin doon oppressive structures within education an academia mair broadly. By daein sae, I actively tak pairt in a process that challenges the dominant, aften exclusive, language norms enforced in practices o cognitive injustice. This celebratory act o resistance is meant tae show a commitment tae inclusion, an makin certain that knowledge isnae hained awa by ane leid group.


I speak often in my work of the cultural constraints I experienced in my education as a child raised amidst Scotland's traditional languages and music.
The inclusion of this linguistic element of my heritage in my writing feels like an important act in dismantling oppressive structures within education and academia more broadly. By doing so, I actively engage in a process that challenges the dominant, often exclusionary, language norms enforced in practices of cognitive injustice. This celebratory act of resistance is intended to demonstrate a commitment to inclusion, and ensuring that knowledge is not monopolised by one linguistic group.


(A snippet)

'It's impossible for the diversity o' oor society tae bide in these culturally constrained spaces, yet a' too often we seek tae measure belongingness by assimilation. By daein' sae, we pit the responsibility on marginalised fowk tae conform tae unspoken expectations an' negate oor responsibility tae value equally the contributions thair ain knowledge systems can bring. No only dae we inhibit the ability o' fowk tae contribute, we miss valuable opportunities for learnin' an' connection. When oor energy is consumed by maskin' oor behaviors, adaptin' oor accents, or restructurin' oor experiences, we're stifled an' drained.'

(A snippet)

'Engagin in research within the further education sector continues tae feel like an important act o resistance. It is disheartenin tae witness the damagin neglect that plagues the educational research landscape when it comes tae further education, an sae I hae been inspired tae actively involve as mony colleagues as possible. I hae launched a Research Development Group in ma current workplace; invitin guest speakers fae the network mentioned above, wi the singular aim o enablin colleagues tae utilise the shared knowledge tae explore innovative teachin methods an reflect on their practices. By fosterin a culture o research an inquiry, we regain power ower the education that we provide an recognise further education teachers as valuable professionals.'

(A snippet)

'The resultin instability an complex infrastructure has contributit tae public mistrust an a lingern, harmful view by some o low-quality vocational or remedial learnin pathways (Hyland, 2002). Inevitably, public disregard for the value o the sector leads tae mair reactive reform, which in turn compounds confusion an distrust fae employers (DfE, 2020). The perpetual cycle an resultin attitudes can pose further education as a secondary option an a pathway for ither fowks' bairns (Richardson, 2007). Perhaps understandably then, mony underservit fowk o all ages, who hae fund themselves othered an marginalised at varying stages o their education journeys, find their wey through the doors o their local further education colleges seekin a safe community within which they can belong.'

Growin Up Poor: I never felt lackin; I felt misunderstood

(A snippet)

'The idyllic community o childhood that I conjure in memory returns tae comfort me even noo in ma dreams durin times o high stress. Similarly, ma maw, wha bore the brunt o the situational poverty that shaped oor conjoined experience aften speaks aboot a langin tae return tae oor hame an the community that surroondit it. I am no naive enough tae consider the stories we hae craftit for oorsels authentic retellins o the decade we spent here, an therefore the workin class identity that has informed ma experience since (Smith, S and Watson, J. 2010). Yet there is undoubtedly truths tae the stories an identities we hae woven. As an adult I continue tae seek the woods an the burns. Only the outsiders’ perception has altert; fae toe-rag tae ambler wi ilka salary increment.'