Monograph
Lowing K (2021) 'Imagining' National Identities through Language and Artefact in Modern Scotland - Gilded Thistles and Tartan Elephants. Palgrave Macmillan. https://www.palgrave.com/gb
Karen is Lecturer and Subject Group Lead (joint) for Education. She is also Director for the forthcoming MSc Education Programme and Lead for the Secondary English with Education ITE Pathway. Karen supervises Masters students (Sociology, Social Policy and Criminology) and provides joint Doctoral Supervision (Leadership in FE). Karen is a member of the interdisciplinary Educational Linguistics research area, the Scottish Studies at Stirling group and Education Practice / Theory Research Group at Stirling. She is also a member of the Northern Scotland Journal Editorial Board (EUP: https://www.euppublishing.com/loi/nor). Karen is currently working towards Principal Fellow, Advanced HE.
Previously Karen was Lecturer at Strathclyde University (2017-19) and Joint Lead - English PGDE. She was also Lead for the External Examiner (Language and Literature) liaison group.
At Durham University School of Education (2012-2017), Karen was Assistant Professor. Here she was Joint Lead for PGCE English, Module Convenor - (PGCE) Professional Issues, Pathway Programme Lead - MA Education pt, Module Convenor - MA Education Enquiry and Lead - Ofsted / Newly Qualified Teacher development group. Karen also supervised MEd Dissertation students and Doctoral students (second supervisor). Karen gained Senior Fellow, Advanced HE, in 2014.
Karen was Teaching Fellow at Newcastle University (2005-2011). Here she was Course Lead for PGCE English with Drama, Degree Programme Director for MA Education Research and Module Convenor - Education Research. She also supervised Education Masters students, taught Faculty Wide student academic writing skills, including abstract writing for Medical students, and collaborated on a research project with the Medical Faculty to implement eportfolios to support PGCE students' reflexive professional development.
Karen is External Examiner for Northumbria University's Schools Direct programme (2017 to date). Previously, she was External Examiner for Sheffield Hallam's Schools Direct programme - English (2008 to 2012). She also held a seat on the Graduate Teacher Training Registry advisory board, UCAS, 2009 to 2011
Funding
Strathclyde Global Knowledge Exchange scheme: £2070 awarded April 2018: How do New Zealand children ‘encounter’ ‘Scottishness’ in and beyond the classroom
Beacon Trust (funded by UK Higher Education Funding Councils, Research Councils UK and the Wellcome Trust) awarded £9350 Oct 2009. Research: Ane Instructioun for Bairnis to be Learnit in Northumbrian and Scottis: a study of Scots Language and Literature use for social inclusion in the secondary classroom (2010-2014)
Newcastle University Faculty REF fund awarded £4400 and £600 March 2010 and May 2011.
Other Teaching Experience
From 1994 to 2005, Karen taught Secondary School English in Lanarkshire, Dumfries and Galloway and Fife. She also taught Scottish Studies pt (UG / Vocational programmes) at Strathclyde University, Communication Studies and Higher English at Cardonald College and Adult Basic Education for Community Education in Dumfries and Galloway. Karen was awarded full Chartered Teacher Status in 2006.
External Examiner - Schools Direct
Northumbria University
External Examiner for Northumbria University's Schools Direct programme
External Examiner - Schools Direct
External Examiner for Sheffield Hallam's Schools Direct programme
Full Registration General Teaching Council Scotland
Senior Fellow Higher Education Academy
Higher Education Academy
Chartered Teacher General Teaching Council Scotland
The General Teaching Council for Scotland
Scottish Studies, Scots Language, Northumbrian, Gaelic, British and global minority languages, including Swiss German, national identity construction in New Zealand's Scottish diaspora + construction of national and cross border identities.
Monograph
Lowing K (2021) 'Imagining' National Identities through Language and Artefact in Modern Scotland - Gilded Thistles and Tartan Elephants. Palgrave Macmillan. https://www.palgrave.com/gb
Article
A Comparison of Scots and Swiss German Languages in superdiverse education spaces
Lowing K & Krompák E A Comparison of Scots and Swiss German Languages in superdiverse education spaces. Journal of Languages and Culture.
Article
Still speaking properly: Scots Language in Scottish Education policy and practice
Lowing K Still speaking properly: Scots Language in Scottish Education policy and practice. Journal of Language, Identity and Education.
Conference Paper (unpublished)
‘Gan Canny’: The Place of Northumbrian Language in England’s Education Policy and Practice
Lowing K (2019) ‘Gan Canny’: The Place of Northumbrian Language in England’s Education Policy and Practice. Northumbrian Language Society, 16.10.2019-16.10.2019.
Video
Northumbrian - Interview, MorpethNewsTV
Lowing K (2019) Northumbrian - Interview, MorpethNewsTV. YouTube [https://youtu.be/xt-4kquEnmI] 12.10.2019. https://youtube.com
Conference Paper (unpublished)
Still ‘Speaking Properly’: Scots Language in Scottish Education Policy and Practice
Lowing K (2019) Still ‘Speaking Properly’: Scots Language in Scottish Education Policy and Practice. Language in Times of Change 2, University of Stirling, 26.09.2019-27.09.2019.
Conference Paper (unpublished)
Lowing K & Birnie I (2019) Scots and Gaelic Languages, National identity, Brexit and a Second Scottish Referendum: A study in Scottish Education. UK Language Policy after Brexit Conference, Edinburgh, 06.09.2019-06.09.2019.
Conference Paper (unpublished)
Lowing K & Govender N (2019) The Education Researcher is Dead; Long Live the Education Researcher! Closure from Crisis in Education Research. European Educational Research Association (EERA) Conference - ECER 2019, Hamburg, 02.09.2019-06.09.2019.
Conference Paper (unpublished)
Lowing K & Birnie I (2019) Positioning Scots and Gaelic in ‘superdiverse’ Scottish Education: Implications for minority languages in policy and practice. 17th International Conference on Minority Languages (ICML XVII), Ljouwert, Friesland, 21.05.2019-24.05.2019. https://icml.eu/fileadmin/mercator_conference/icml/schedule/icml_programme_all_days.pdf
Conference Paper (unpublished)
Comparison of Scots and Swiss German Language in ‘Superdiverse’ Educational Spaces
Lowing K & Krompák E (2018) Comparison of Scots and Swiss German Language in ‘Superdiverse’ Educational Spaces. 2nd International Conference on Multilingual Education in Linguistically Diverse Contexts (MELDC18), Malta, 30.08.2018-31.08.2018.
Conference Paper (unpublished)
Lowing K (2018) Positioning Scottish Minority Languages Post-Brexit: Implications for Scots and Gaelic in Scottish Education. 12th Forum for Research on Languages of Scotland and Ulster, Glasgow, 23.08.2018-25.08.2018.
Conference Paper (unpublished)
Lowing K (2018) Ane Instructioun for Bairnis to be Learnit in Scottis: A study of Scots Language and Literature use for inclusion in the secondary classroom. Scottish Archaeological Research Framework: Scottish and European Literary Exchanges and Identity Formation, University of Strathclyde, 15.03.2018-16.03.2018.
Book Chapter
Lowing K (2017) To see oursels as ithers see us: constructions of Scotland’s place and identity within a changing Scottish curriculum and context. In: Stevens D & Lockney K (eds.) Students, Places and Identities in English and the Arts: Creative Spaces in Education. National Association for the Teaching of English (NATE). Abingdon: Routledge, pp. 123-134. https://www.routledge.com/Students-Places-and-Identities-in-English-and-the-Arts-Creative-Spaces/STEVENS-Lockney/p/book/9781138694552
Article
Lowing K (2017) The Scots language and its cultural and social capital in Scottish schools: a case study of Scots in Scottish secondary classrooms. Scottish Language, 36. https://asls.arts.gla.ac.uk/ScotLang.html
Conference Paper (unpublished)
The Gilded Thistle: Imagined Capitalised National Identities in Scotland’s Curriculum for Excellence
Lowing K (2016) The Gilded Thistle: Imagined Capitalised National Identities in Scotland’s Curriculum for Excellence. Scottish Educational Research Association Conference, Dundee, 17.11.2016-18.11.2016.
Conference Paper (unpublished)
Imagined Language, Imagined Identity: Scots Language, Bilingualism and the Scottish Curriculum
Lowing K (2016) Imagined Language, Imagined Identity: Scots Language, Bilingualism and the Scottish Curriculum. SOILLSE - the National Research Network for the Maintenance and Revitalisation of Gaelic Language and Culture Conference 2016, Glasgow, 06.06.2016-08.06.2016.
Conference Paper (unpublished)
The Tartan Elephant in the Room: Scots Language, Social Class and Identity in Scotland’s Classrooms
Lowing K (2015) The Tartan Elephant in the Room: Scots Language, Social Class and Identity in Scotland’s Classrooms. Scottish Educational Research Association Conference, Aberdeen, 18.11.2015-20.11.2015.
Conference Paper (unpublished)
Lowing K (2015) The Scots Language as an Essential Professional Development and Learning Requirement for Scottish Teachers. European Education Research Association Conference, Budapest, 07.09.2015-11.09.2015.
Thesis
Lowing K (2014) 'Ane Instructioun for Bairnis to be Learnit in Scottis’: A Study of Scots Language in the Scottish Secondary Classroom. Doctorate in Education. Newcastle University. http://theses.ncl.ac.uk/jspui/handle/10443/2677
Book Review
Book Review: The Invention of Scotland
Lowing K (2013) Book Review: The Invention of Scotland. Review of: The invention of Scotland, by Hugh Trevor-Roper, New Haven and London, Yale University Press, 2008, pp. 282. National Identities, 15 (4), pp. 421-423. https://doi.org/10.1080/14608944.2013.826935
Book Review
Lowing K (2011) Review: Educational Research and Inquiry: Qualitative and Quantitative Approaches . Edited by D. Hartas. Review of: Educational Research and Inquiry: Qualitative and Quantitative Approaches. Edited by D. Hartas. pp 458. London: Continuum. 2010.. British Journal of Educational Studies, 59 (3: Research capacity building), pp. 350-351. https://doi.org/10.1080/00071005.2011.611285
Article
Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
Cotterill S, Lowing K, Cain K, Lofthouse R, Mackay C, McShane J, Stancliffe D & Wright D (2010) Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?. Journal of Learning Development in Higher Education, 2, pp. 1-21, Art. No.: 97. https://journal.aldinhe.ac.uk/index.php/jldhe/issue/view/10
Website Content
Lowing K (2010) The Lowing Study (2010). Scots Language Centre [https://www.scotslanguage.com/articles/view/id/1901] 07.06.2010. https://www.scotslanguage.com
Website Content
Lowing K (2010) The Lowing School Report. Scots Language Centre [https://www.scotslanguage.com/articles/node/id/512] 03.05.2010. https://www.scotslanguage.com
Article
Stevens D & Lowing K (2008) Observer, observed and observations: initial teacher education English tutors' feedback on lessons taught by student teachers of English. English in Education, 42 (2), pp. 182-198. https://doi.org/10.1111/j.1754-8845.2008.00015.x