1. Art and Diseño

I N T E R NAT I O NA L ST U DY
AS S O C I AT I O N ON T EAC H E R S A N D
T EAC H I N G ( I SAT T )
REGIONAL MEETING
“RESEARCH ON TEACHERS AND
TEACHING”
2 FEBRUARY 2015
I N FO R M AT I O NAL B O O K L E T
Regional Meeting
“Research on Teachers and Teaching”
University of Cyprus, Nicosia, Cyprus
2 February 2015
Organizers
ISATT (International Study Association on Teachers and Teaching)
&
Department of Education
Postgraduate Programme ‘Curriculum and Instruction’
University of Cyprus
Host Institution
University of Cyprus
Professor Mary Koutselini
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Host Institution
University of Cyprus
Department of Education
Professor Mary Koutselini
Mary Koutselini is Professor of Curriculum and Instruction at the University of
Cyprus, Chair holder of the UNESCO chair in Gender Equality and Women’s
Empowerment, Head person of the Department of Education and Head person of
the Center of Gender studies of the University of Cyprus. Her areas of specialization
and research interest are: Teachers’ Education, Curriculum and Instruction, Action
Research and Gender Studies. She participates in a great number of National and
International Academic and Social Councils and she published extensively in the
areas of her research interests, more than 100 research papers in refereed
journals, 15 books and invited chapters in books. She is also the Coordinator and
the principal researcher of 14 International, European and National Research
programmes, i.e. GERI (2014-2016) Europe for Citizens: Commitment to Democracy
through increasing women’s participation in the political life, EACEA (LLP - key
activity 1, 2012-2013) RELEASE, Self-regulated Learning as a Core in Teachers InService Training.
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CONTENTS
Page
Programme:
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Presentations:
PhD students
present their
research –
Discussion
……………………………………………………………………………………………
6
Speeches and
Lectures:
Keynote Lecture
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10
Presentations,
Department of
Education,
University of
Cyprus
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Symposium on
Regional
Teacher
Education and
Research
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PROGRAMME
Monday, 2 February 2015
Venue: The main auditorium (Assembly hall) of the University of Cyprus
(75 Kallipoleos Avenue), Nicosia
10:00 – 13.00
Presentations: PhD students present their research – Discussion
13:00 – 15:00
LUNCH
15:00 – 15:30
Registration
15:30 – 16.45
Speeches and Lectures
15.30 – 15.45
Welcome Speeches
Rector Constantinos Christofides
Professor Mary Koutselini
15:45-16:30
Keynote Lecture
“ Teaching and teacher education: Growing and sustaining the
teachers we need ”
Professor Cheryl Craig (USA), Secretary, ISATT
16.30 – 16.45
Discussion
16:45 – 17.45
Presentations, Department of Education, University of Cyprus
16.45 – 17.10
(a) Exploring the potential of video as a reflection tool during
practicum: issues, challenges and lessons learnt
17:10 – 17:30
(b) (De)constructing modalities of comparative educational thinking
through video-use
Ch. Charalambous & St. Philippou, Lecturers; G. Olympiou, STP, UCY
L. Klerides, Lecturer, UCY
17.30 – 17.45
Audience Queries and Responses
17.45 – 18.15
COFFEE BREAK
18.15 – 20:00
Symposium on Regional Teacher Education and Research
Panel Moderator: Dr. Jan Broeckmans (Belgium), Treasurer, ISATT
Panel Discussant: Dr. Maria Assunção Flores (Portugal), Chair, ISATT
Panel Presenter: Pr. Leonidas Kyriakides, Cyprus
Panel Presenter: Pr. Ronald Sultana, Malta
Panel Presenter: Pr. Ruth Zuzovsky, Israel
Panel Presenter: Pr. John Katsillis, Greece
Panel Presenter: Senior Pr. Fatima Sadiqi, Morocco
Audience Members’ Queries and Responses
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(10:00-13:00)
Presentations: PhD students present their research – Discussion
PRESENTATION 1
Title: Unpacking teacher knowledge: Exploring its structure and contribution to
student learning
Sofia Agathaggelou, Postgraduate Programme ‘Curriculum and Instruction’
Abstract: This study examined the nature of teacher knowledge in terms of
Shulman’s (1986, 1987) three most prominent components of teacher knowledge content knowledge (CK), general pedagogical knowledge (PK) and pedagogical
content knowledge (PCK) - in the subject area of mathematics. It also explored the
association between in-service teacher knowledge and their students’ learning in
mathematics. To address the abovementioned aims, a measurement aim of
developing a reliable and valid instrument for the measurement of the three
knowledge components was set. Specifically, the study: (a) explored whether a
scale with good psychometric properties and which encompasses the three
components of teacher knowledge can be developed, and, if so, what patterns in
terms of teacher knowledge can be identified, (b) investigated the structure and
organization of teacher knowledge regarding the three types of knowledge, and (c)
examined the contribution of teacher knowledge to student learning gains, net of
other student and teacher background characteristics.
Data were collected through a student test and an open-ended survey, measuring
teacher CK, PK, and PCK. The student test was administered to 1543 fifth- and
sixth-grade elementary school students twice to examine their learning progress.
The teacher survey was completed by 379 teachers. Several methodological
decisions were taken in consideration in developing the study instruments: The
student test was aligned in content with the teacher survey, by limiting attention to
only a key domain in elementary school mathematics, namely, fractions. Both
instruments were also aligned with the curriculum in operation. Additionally, three
core teaching practices were captured: providing explanations, analyzing student
thinking/misconceptions, and selecting, modifying, and ordering instructional tasks.
Item Response Theory (IRT) models, Structural Equation Modeling (SEM) analyses,
and a two-level hierarchical linear model analysis were utilized to address the
research questions of the study.
The study findings suggested that it was possible to develop a scale with good
psychometric properties that encompasses CK, PK, and PCK simultaneously, lending
support to Shulman’s theoretical conceptualization (1987) that teacher knowledge
- as an overarching construct - consists of different subcomponents. At the same
time, the scale provided evidence that CK forms a prerequisite for the development
of PCK. This resonated with evidence from the qualitative analysis, as well as with
the fact that CK and PCK were found to form two distinct factors in the SEM
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analyses, which were correlated. PK items had mixed item difficulties in the scale.
In the SEM analysis, that used a subset of the items, PK was found to form a single
factor, uncorrelated with either CK or PCK.
Regarding the contribution of teacher knowledge to student learning, a curvilinear
effect was found for fifth-grade students, implying that there is an optimal teacher
knowledge level before and after which teachers might be less effective in terms of
supporting student learning. This was replicated neither for the entire sample nor
for sixth-graders. Admittedly, teacher knowledge explained only a small portion of
the unexplained variance in student learning; however, it represented 15% of the
unexplained variance at the teacher level. Also, while most of the student and
teacher variables under exploration did not have a statistically significant
contribution to student learning, teacher knowledge was found to have such a
contribution.
The results of the study indicate the promise and the challenges that exist in
unpacking the knowledge needed for the work of teaching and exploring
associations among teacher knowledge, teaching, and student learning. Attention
is given in particular to the challenges that inhere in measuring teacher knowledge
in educational contexts in which there is not such a culture. Without
underestimating its limitations, the study concludes by discussing the theoretical,
methodological, and practical implications of the findings.
PRESENTATION 2
Title: The contribution of gestures in geometrical thinking development in early
childhood
Kyriakoulla Evangelou, Postgraduate Programme ‘Mathematics Education’
Abstract: Gesture has privileged access to information that children know but do
not articulate. As such, it can serve as an additional window to the mind of the
developing child. Gesture might, however, do more than merely reflect
understanding (Goldin-Meadow, 2000). They takes an important role not only in
students’ learning and communication, but also in teacher’s communication and
practice. In a cognitive analysis of geometrical thinking, Duval (1995, 1999)
distinguishes four apprehensions for a “geometrical figure”: perceptual, sequential,
discursive and operative. In the kindergarten it is more feasible to teach mainly two
basic apprehensions of figures: the perceptual apprehension, and the operative
apprehension.
Furthermore, despite the emphasis given in the literature on young children’s
geometrical abilities (e.g., Sarama & Clements, 2009), on the one hand, and more
recently on students’ use of gestures in the learning of mathematics (e.g., Radford,
2009) on the other hand, investigating children’s gestures and their dynamics with
verbalization in studying changes in early geometrical understanding has received
limited attention. This study aims to contribute to improving our understanding of
the above issues. In particular, in this study we are interested in gaining insight into
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the nature and role of gestures, and the variation that gestures and speech
undergo in communicating and building understanding of geometrical concepts at
a kindergarten level. Another important aspect of educational research which our
study aims to explore concerns the role gestures might take in teacher-child and
child-child interactions in early geometry learning. Specifically, we will examine
how the kindergarten teachers’ and peers’ gestures and speech acts in the class
exert their effects on the processes children go through in the understanding of
geometrical figures and spatial transformations (e.g., rotation, translation).
Furthermore, we aim to examine whether a geometry teaching approach which
promotes the production of specific mathematics-related iconic gestures and the
dynamics between gestures, discourse and other semiotic resources (e.g., visual
representations of geometrical figures), can contribute to the development of
young children’s geometrical figure apprehension. Finally, we intend to develop
theoretically based models which will capture the structure of kindergarten
children’s apprehension of geometrical figures.
PRESENTATION 3
Title: Factors promoting quality of education at classroom and school level: A
European effectiveness study
Anastasia Panayiotou, Postgraduate Programme ‘Educational Administration and
Evaluation’
Abstract: This study aims to provide answers to current debates on the
improvement of learning outcomes and on specific issues such as whether factors
that operate at the classroom and school level can explain variation in student
achievement gains in six European countries with rather different educational
contexts. In this context, this research aims to further develop a theoretical
framework that can be used to provide answers to questions concerned with the
factors that are considered to have both direct and indirect effects on student
achievement. Specifically, the extent to which the dynamic model of educational
effectiveness can be used as a starting point for establishing a theory-driven and
evidence-based approach to educational effectiveness is investigated.
In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece,
Ireland, and Slovenia), a sample of at least 50 primary schools was drawn and tests
in mathematics and science were administered to all grade 4 students (n=10742) at
the beginning and at the end of the school year 2010-2011. Students were also
asked to complete a questionnaire measuring teacher behavior in classroom (i.e.,
quality of teaching). Data on the school factors of the dynamic model were
measured by administrating a questionnaire to all the teachers of the school
sample in each country (n=2923). Multilevel analysis revealed that quality of
teaching, policy on teaching, and the school learning environment explain student
achievement gains in mathematics and science, while descriptive analyses show
that there is scope for improving the teacher and school factors of the dynamic
model. Implications for research are drawn.
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PRESENTATION 4
Title: Using the dynamic approach to teacher professional development to
promote formative assessment
Margarita Christofidou, Postgraduate Programme ‘Educational Administration
and Evaluation’
Abstract: This study is in line with recent attempts to bring together research
findings from the areas of Educational Effectiveness Research and Teacher
Professional Development Research, linking these findings directly to the area of
classroom assessment. In this context, this study aims to investigate in more detail
the development of teachers’ skills in assessment. The methods and results of a
study comparing the impact of the Dynamic Integrated Approach (DIA) and the
Competency-Based Approach (CBA) to teacher professional development are
presented. Assessment skills of 178 teachers and achievement of their students
were measured at the beginning and at the end of the intervention. Teachers found
to be at a certain developmental stage were randomly allocated evenly into two
groups. The first group employed the DIA and the second the CBA. The results
demonstrated that, for teachers at all stages, the DIA is more effective in improving
both assessment skills and student outcomes in mathematics. Implications of
findings for teacher professional development in assessment are drawn.
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(15:30 – 16.45)
Speeches and Lectures
Keynote Lecture
“ Teaching and teacher education: Growing and sustaining
the teachers we need ”
Professor Cheryl Craig (USA), Secretary, ISATT
Abstract: Despite ongoing rhetoric that teachers matter, teacher education
matters, and teacher quality matters, most research and nearly all educational
policy focuses exclusively on what prospective and practicing teachers must know
and do in order to advance student learning in the classroom. Unfortunately, scant
attention is not concurrently paid to what preservice and practicing teachers need
to grow and feel sustained in their work alongside students. Theoretically based
and explained through practical, field-based exemplars, this lecture centers on this
oft-overlooked area of inquiry.
Cheryl J. Craig, Ph.D., is a Professor and Coordinator of the Teaching and Teacher
Education program area at the University of Houston. She is an Executive Editor of
Teachers and Teaching: Theory and Practice and on the editorial review board of
Reflective Practice. Her research agenda unfurls at the intersection where teaching
and curriculum meet. Cheryl is an American Educational Research Association
(AERA) Fellow and has received AERA's Division B (Curriculum) Lifetime
Achievement Award. In 2015, she will receive the Michael Huberman Award for
outstanding research into the lives of teachers. She currently serves as the
Secretary of the International Study Association on Teachers and Teaching and, in
that capacity, co-edited ISATT's 30th anniversary handbook, From Teacher Thinking
to Teaching and Teacher Education: The Evolution of a Research Community
(Emerald Publishing), which was released in 2013.
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(16:45 – 17:45)
Presentations, Department of Education, University of Cyprus
(A) Exploring the potential of video as a reflection tool during practicum: issues,
challenges and lessons learnt
Ch. Charalambous & St. Philippou, Lecturers; G. Olympiou, STP, UCY
Abstract: The field of teacher education has long dealt with a concern over the
distinction between theory and practice. This concern has mainly been addressed
through the concept of ‘reflection’ and its mobilisation to theorise ‘the practical’
within the action research tradition in general and the teacher-asresearcher/reflective practitioner tradition in particular. Reflection has thus been
encouraged and recorded in teacher education programmes in various ways (for
example with the use of reflective diaries, essays, journals, and more recently,
videos, logs, and blogs). The aim of this presentation is two-fold: firstly, to explore
the potential of the use of video as a reflection tool for student-teachers during
their practicum; secondly, to discuss its potential on our own reflection upon our
practice and its contribution to teacher education in general and practicum in
particular. The presentation reports on the initial issues, challenges and lessons
learnt from a multiple case-study during which we followed five student-teachers
for two semesters in their third and fourth years, as they experienced the last two
phases of their school practicum. Each student-teacher video-recorded eight of
their lessons spread over an academic year and reflected upon selected segments
of their lessons. These segments were discussed regularly in bi-weekly meetings
with the whole group. This resulted in a rich data corpus including the five studentteachers’ lesson plans and reflective written accounts of their teaching; videorecordings of their teachings; video-recordings of our group sessions; individual
interviews with student-teachers before and after their last practicum course; and
mini-interviews with some of their pupils at the end of a sample of lessons.
Drawing on this data, we contemplate on the extent to and the ways in which video
served as a tool for fostering focused and context-sensitive reflection upon
practice, be it student-teachers’ practice while teaching primary school pupils or
our own teacher-educators’ practice while guiding student-teachers reflect upon
specific aspects of their work. We conclude by discussing reflection as an
opportunity enhanced by the use of video to both explore the dialectical interplay
and challenge the distinction between theory and practice in the context of
practicum and of teacher education more broadly.
Charalambos Y. Charalambous is a Lecturer in Educational Research and
Evaluation at the Department of Education of the University of Cyprus. His research
interests focus on the quality of instruction (with a particular emphasis on domainspecific teaching practices) and the factors contributing to instructional quality,
including the curriculum materials in use and teachers' personal resources, such as
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their knowledge for teaching. Having worked as an elementary generalist
schoolteacher himself, Dr. Charalambous is also interested in teacher initial training
and ongoing professional development. In this context, he currently works closely
with preservice and inservice teachers, trying to promote a culture of learning by
observing, analyzing, and reflecting upon actual teaching practice. Dr.
Charalambous authored or co-authored papers published in several peer-reviewed
journals including the Educational Researcher, the Elementary School Journal,
Cognition and Instruction, School Effectiveness and School Improvement, Teaching
and Teacher Education, the Journal of Curriculum Studies, Studies in Educational
Measurement, the Journal of Mathematics Teacher Education, and Educational
Studies in Mathematics. He is currently a member of the editorial board of the
Elementary School Journal and the Mathematics Learning and Thinking journal.
Stavroula Philippou is a Lecturer in Curriculum and Teaching at the Department of
Education, University of Cyprus. She has worked in a variety of educational
contexts, including primary schools, and as a consultant for UNESCO and the
Council of Europe. She is currently the General Assembly Cyprus Representative of
the International Association for the Advancement of Curriculum Studies (IAACS).
Her research interests include: Theory, History and Sociology of Curriculum;
Curriculum Development and Change; Textbook Research; Teaching Theory and
Methodology; Teacher Education and Professional Development; Teacher
Professionalism; European Education Policy; Social Studies Education. Dr. Philippou
is interested at the intersection of the fields of curriculum studies and teacher
education, and has been studying genealogies of teacher education in Cyprus and
conceptualizations of ‘curriculum’ therein. Against this background, she has been
recently exploring student-teacher identity formation and its interplay with
practicum, especially with regards to forms of teacher knowledge and of reflection.
Dr. Philippou has published articles in international peer-reviewed journals and
chapters in edited books. She has been the editor of the book ‘Europe turned localthe local turned European? Constructions of ‘Europe’ in social studies curricula
across Europe’ (Berlin: Lit Verlag).
George Olympiou is a Student Teaching Fellow and the Coordinator of School
Practicum program of the Department of Educational Sciences at the University of
Cyprus. He completed a B.A. in Education at the University of Cyprus (Cyprus), and
his graduate studies (M.A. and PhD) in Science Education at the University of
Cyprus (Cyprus). He worked as a researcher in several research projects concerning
computer supported inquiry learning and inquiry-based laboratory
experimentation that received continuous financial support over the years from the
Cyprus Research Promotion Foundation and the European Commission. Dr
Olympiou is interested in pre-service teachers’ training and professional
development. His research interests include the development and assessment of
computer supported inquiry learning environments and also focus on teacher initial
training and in learning by observing, analyzing, and reflecting upon actual teaching
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practice. Dr Olympiou has received awards in recognition of outstanding scholastic
achievement and excellence. Dr Olympiou authored or co-authored papers
published in peer-reviewed journals including Learning and Instruction, the Journal
of Research in Science Teaching, the Journal of Science Education and Instructional
Science.
(B) (De)constructing modalities of comparative educational thinking through
video-use
Eleftherios Klerides, Lecturer, Department of Education, University of Cyprus
Abstract: This talk examines the potential of using video in teaching about
comparative education and is shaped by two interconnected arguments. First, it is
argued that students have certain assumptions about comparative education which
are not in accordance with the complex, historical and contemporary scholarship of
the field and which thus need to be deconstructed. Second, it is argued that video
is an effective teaching tool to use to trace and unsettle such assumptions, and
thus, open up the possibility for more complex comparative educational thinking to
emerge in university classrooms. These uses and functions of video are explored in
this talk with the help of a TV programme comparing Greek and Finnish education
called The desolation of being a pupil.
Eleftherios Klerides is lecturer in comparative education at the University of Cyprus
and secretary-treasurer of the Comparative Education Society in Europe (CESE).
Prior to joining the University of Cyprus he worked at the UCL Institute of Education
(formerly Institute of Education, University of London), the Georg Eckert Institute
for International Textbook Research in Germany, the American University of Beirut,
and the European University of Cyprus. Also, he was a consultant for the World
Bank and UNESCO (Beirut), and is currently working in the office of the EU
Commissioner for Humanitarian Aid and Crisis Management as an expert in
international education. His main research interests are: educational transfer and
policy borrowing; global governance; colonialism and neo-colonialism in education;
identities, subjectivites, and intersectionalities; and, textbook theory and research.
His next publications include a special issue of the journal European Education on
historical perspectives on educational governance (co-edited with Stephen Carney)
and a book on the theme of «Governing educational spaces: knowledge, teaching,
and learning in transition» (co-edited with Hans-Georg Kotthoff, Sense Publishers).
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(18:15 – 20:00)
Symposium on Regional Teacher Education and Research
Panel Moderator: Dr. Jan Broeckmans (Belgium), Treasurer, ISATT
Panel Discussant: Dr. Maria Assunção Flores (Portugal), Chair, ISATT
Panel Presenter: Pr. Leonidas Kyriakides, Cyprus
Panel Presenter: Pr. Ronald Sultana, Malta
Panel Presenter: Pr. Ruth Zuzovsky, Israel
Panel Presenter: Pr. John Katsillis, Greece
Panel Presenter: Senior Pr. Fatima Sadiqi, Morocco
Jan Broeckman (Belgium) is a recently retired associate professor of teacher
education at the Faculty of Business Economics of Hasselt University, Belgium. His
research interests have always been the processes of learning to teach and
becoming a teacher, with a focus on the role of beliefs on learning and teaching
and other “teacher cognitions”. He has been a member of ISATT since its
foundation and at present serves as the Treasurer of this organization.
Maria Assunção Flores (Portugal) is an associate professor with qualification at the
University of Minho, Portugal. She received her Ph.D. at the University of
Nottingham, United Kingdom. She was a visiting scholar at the University of
Cambridge, UK, in 2008/2009. Her research interests include teacher
professionalism and identity, teacher education and professional development,
teacher appraisal, and change as well as higher education. She has published
extensively on these topics both nationally and internationally. She is currently the
Chair of the International Study Association on Teachers and Teaching (ISATT) and
the Chair of the Board of Directors of the International Council on Education for
Teaching (ICET).
Leonidas Kyriakides (Cyprus) is Professor of Educational Research and Evaluation
at the University of Cyprus. His field of research and scholarship is the evaluation of
educational effectiveness, whether of teachers, schools or educational systems.
Currently his research agenda is concerned with the development of a dynamic
model of educational effectiveness, and the application of effectiveness research to
the improvement of educational practice. He is a member of the PISA 2015 QEG
expert group that is responsible for developing the theoretical framework and the
questionnaires of PISA 2015 study. Moreover, Professor Kyriakides is a member of
the editorial board of several international journals with review process and the
chair of the EARLI SIG on Educational Effectiveness. Leonidas acted as chair of the
AERA SIG on School Effectiveness and Improvement and as a board member of the
International Congress on School Effectiveness and Improvement (ICSEI). Finally, he
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is the author of more than 100 research papers in refereed journals, 6 books and
90 chapters in books. His most recent books are: a) Improving Quality in Education:
Dynamic Approaches to School Improvement, Routledge, 2012 and b) Teacher
Professional Development for Improving Quality of Teaching, Springer, 2013.
Ronald G. Sultana (Malta) is Professor of Educational Sociology and Comparative
Education at the University of Malta, where he directs the Euro-Mediterranean
Centre for Educational Research (EMCER). He has studied education in Malta, the
UK and New Zealand, and was Fulbright Fellow at Stanford University (U.S.A.).
Professor Sultana is the author or editor of 21 volumes, and has published over a
hundred articles and chapters in refereed journals and books focusing mostly on
teacher education, educational innovation and evaluation, and the linkages
between education and work, including career guidance and educational
development. He is the founding editor of the Mediterranean Journal of
Educational Studies, now published in a thematic series by Sense. As Dean of the
Faculty of Education, he led a teacher education reform in 1996, and is currently
chairing another reform committee that is facilitating the transition towards a
Masters in Teaching and Learning. His research has taken him to several countries
in the Mediterranean region, Africa and Europe, and he has been an advisor to a
number of agencies, including UNESCO, UNICEF, GIZ, the Commonwealth
Secretariat, the European Union, and various Ministries of Education. Address for
correspondence: EMCER, University of Malta, Msida MSD 2080, Malta. e-mail:
[email protected]. Web site: http://www.um.edu.mt/emcer. List of
publications at http://www.um.edu.mt/emcer/publications.
Ruth Zuzovsky (Israel) is an associate professor at the Kibbutzim College of
Education. She is also a fellow researcher at the MOFET Institute and a researcher
at the Science and Technology Education Center, Tel Aviv University. At the
Kibbutzim College, she acted for many years as a Science educator and recently as
the Head of the M.Teach Program. Currently she is a senior researcher at the
college's Research Authority. At the MOFET institute, she is involved in several
policy-oriented studies related to different teacher education programs. At the
university, she was involved in the development and evaluation of the national
science curriculum for elementary schools. Between 1995 -2009, she acted as the
national coordinator of many IEA studies (TIMSS & PIRLS) and she is currently
involved in a study funded by the ISF on the development of system thinking. Her
publications deal with secondary analyses of large-scale evaluation studies,
professional development of teachers and policy issues regarding teachereducation.
John Katsillis (Greece) is Professor of Sociology at the University of Patras. He is
also the Chairperson of the Department of Primary Education of the University of
Patras. Professor Katsillis holds a Phd in Sociology of Education from the Florida
State University (USA).
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Fatima Sadiqi (Morocco) is a recipient of a Harvard Fellowship. She is Professor of
Linguistics and Gender Studies, author and editor of, among other works,
Moroccan Feminist Discourses (2014), Women, Gender, and Language in Morocco
(Brill, 2003), Women and Knowledge in the Mediterranean (Routledge, 2012),
Women in the Middle East and North Africa. Agents of Change (Routledge, 2010),
Gender and Violence in the Middle East (Routledge 2011), and Women Writing
Africa. The Northern Region (The Feminist Press, 2009). Sadiqi is an international
speaker on a various topics dealing with Moroccan (and North African) women and
languages. She was Director General of the Spirit of Fez Foundation (which, among
other things, organizes the Fez Festival of Sacred Music), a member of the Board of
Administration of the Royal Institute of the Amazigh Culture, and a UN Gender
Expert. Sadiqi founded the first Moroccan Centre for Studies and Research on
Women in 1998 and the first Graduate Program on Gender Studies in 2000 at Sidi
Mohamed Ben Abdellah University (Fez, Morocco). In 2006, she founded Isis Centre
for Women and Development (with the aim of bridging the gap between the
university and civil society) and in 2009 she was elected President of the National
Union of Women’s Associations. In the same year, she co-founded the International
Institute for Languages and Cultures (INLAC).
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