Autism and Culture: Shaping autism research based on experiences with the autistic communities in Mexico and the UK

Ana Laura Trigo Clapés is a PhD student in the Faculty of Education, University of Cambridge (CLAREC member) This post was originally published at FERSA University of Cambridge Blog This piece is part of the Autism and Culture series, in which researchers at the Faculty of Education carrying out studies relating to autism across the globe reflectContinue reading “Autism and Culture: Shaping autism research based on experiences with the autistic communities in Mexico and the UK”

Faculty of Education News (University of Cambridge)

This post was originally published at Faculty of Education webpage. Just a few months after its official formation, Cambridge’s new Latin American Research in Education Collective (CLAREC) is attracting widespread interest and engagement – and not just from within Cambridge. Through a thriving programme of talks, research seminars and a reading group, the collective aimsContinue reading “Faculty of Education News (University of Cambridge)”

The functions of Education and reflections on the role of researchers engaged in an academic collective

Alexandre da Trindade, Second-Year PhD Student, Faculty of Education, University of Cambridge (CLAREC member) This post was originally published at ESRC DTP Cambridge webpage. In October 2020, a group of PhD students from the Faculty of Education at the University of Cambridge founded the Cambridge Latin American Research in Education Collective (CLAREC) aiming to makeContinue reading “The functions of Education and reflections on the role of researchers engaged in an academic collective”

Carving space for multiple knowledges in HE

Consuelo Béjares, Ph.D. Student, Faculty of Education, University of Cambridge

Becoming a doctoral student at Cambridge University means entering a different world for most Latin Americans. Even if you were privileged enough back home to be able to be accepted in Cambridge and secure funding, the level of privilege, wealth, and intellectual elitism that we confront here was unknown for most of us. This strikes me from the first moment in the form of feeling out of place — not intelligent enough, not well-read enough, not confident enough, not very “Cambridge” in sum.