No abstract

In this article we outline our previous implementations of multilingual multimedia dictionaries and discuss possibilities for adding new functionalities and expanding their coverage. Independently developed sign language dictionary resources are further explored and considered for inclusion in an integrated multilingual multimedia dictionary with video support. Print-based interfaces for direct access to digital content are implemented and a novel concept for dynamic linking to printed documents based on mapping of printed and digital content is proposed. Printed texts in different languages and language independent images are used as interface components for addressing diverse multimedia content including sign language and lip reading multimedia resources. Finally, enabling learning and its social dimensions are discussed in the context of the contemporary technological advancements and innovative educational methods and approaches.

English universities aim to attract students from various backgrounds. However, the needs of such cohorts require curricula to be relevant and accessible to an audience that does not necessarily identify as traditionally academic. At disciplinary level, there have also been calls for increasing the plurality of knowledge practices and perspectives. Here, we consider our efforts to reflect on and decolonise Childhood Studies curricula through three topics: global childhoods, disabled childhoods, and transgender/gender nonconforming childhoods. These case studies illustrate a decolonial turn in students engaging with differently constructed childhoods through content that challenges their thinking of childhood from a Western heteronormative, non-disabled perspective. We begin to decolonise our curricula through working with children's voices and challenging practices that marginalise children and position their experiences as 'other'.

The Salamanca Statement and subsequent international calls to action around inclusive education aim to meet Education for All goals and foster inclusive communities for learners within mainstream education.However, there are diverse interpretations of what inclusion means in practice that vary across local, national and international contexts. In developing inclusive pedagogies with teachers at the forefront of providing support, the use of labels to categorise particular groups of learners according to perceived learning needs can further marginalise them, affecting their sense of belonging in school and their academic and social identities. We present case studies drawn from two doctoral studies conducted in contextually and culturally different settings to understand learners' experiences of marginalisation in education. The experiences of learners of English as an additional language transferring from primary to secondary school in England illustrate marginalised positioning assigned by teachers' perceptions. The ability to 'settle in' to school of street-connected children transitioning (back) into education in Kenya is influenced by their interactions with peers, teachers and the wider community on and after the street. Findings emphasise the need for understanding experiences through shared narratives and dialogue, starting with learners' experiences to develop pedagogies and foster inclusive communities within and beyond schools.

There has been little explication of how university lecturers who are responsible for educating future practitioners approach the complexity and conceptual messiness of 'voice'. There are dangers of objectification if curricula simply foreground the UNCRC and are only concerned with utterances and the need to listen to children. This paper explores our conceptual approach to avoid this and a limiting conceit by ignoring our own power. Specifically, we work from a feminist standpoint; in particular, we foreground Tronto's (1993) ethic of care as the foundation for student learning in our 'Finding a Voice' module. The framework recognises the diverse needs of different participants in the modulestudents, lecturers, the university, and the young children who are absent from the university classroom yet who are the subject of learningand posits understanding voice as a relation between discourse, its organising power and the social practices of people. The module explores the complexity of voice and recognises the bifurcated nature of the students' experience. They are simultaneously required to be attentive to how they action children's voice in undertaking a small piece of research with children for assessment while being conscious of their own voice.The focus here is on our attentiveness to voice in the application of learning involving a conceptual framework and our and our students' work.