Lavinia Hirsu
Biographic Data
| ID | 6480334 |
|---|---|
| NAME | Lavinia Hirsu |
| GIVEN NAMES | Lavinia |
| FAMILY NAME | Hirsu |
| SIGNATURE | HIRSU L |
| AFFILIATIONS | University of Glasgow |
| ORCID | 0000-0003-4145-9048 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Virtual reality peer-to-peer learning
Virtual reality offers exciting potential as a digital learning tool in Higher Education where users benefit from immersion within interactive environments. Similarly, peer-to-peer learning is a well-established pedagogical approach known to improve academic outcomes, social skills, and cost-saving. While both VR and peer learning have demonstrated benefits individually, limited research has examined how these approaches can be meaningfully integ…
Assessment and creativity through a translingual lens
No abstract available
Creative Maladjustment and Creative Subversion of Kazakhstan’s English Teachers
Language learning for refugee women in the wake of the Covid-19 pandemic
As we reflect and learn from the lessons lived during the COVID-19 pandemic that severely disrupted our ways of being in the world, in this article we call for restorative pedagogies which can reconnect us to each other and to the places we live in. We present the language learning needs and experiences of four newly arrived refugee women in Scotland. A language learning study was designed using ecological methodological approaches, an iterative …
Moving SDG5 forward
Universities play a critical role in the delivery of the Sustainable Development Goals through the third mission, i.e. public engagement activities. However, female academics miss opportunities to be part of this mission because they are caught in many roles that prevent them from getting involved in the SDGs. In light of SDG5, Achieve gender equality and empower all women and girls , we conducted interviews with twenty female academics from Iran…
Children’s Literature in Critical Contexts of Displacement
The article builds upon work carried out through a Children’s Literature in Critical Contexts of Displacement (CLCCD) network funded by the Arts and Humanities Research Council–Global Challenges Research Fund. The network brought together academics as well as government and non-governmental organisations with expertise in children’s literature, migration, and education who were actively working in Egypt and Mexico. They collaboratively designed w…
Cultural interventions through children's literature and arts-based practices in times of disaster
Recent natural disasters have challenged current models of crisis management and intervention, demanding speedy, flexible and emergent social actors to respond at multiple levels. To provide a comprehensive response, top-down models have incorporated the critical role played by citizen-volunteers in assisting communities in distress. However, few post-crisis response models have identified new social actors who can contribute with creative, coord…
Lessons in response-ability
While many language programmes put the responsibility of language learning in the refugees' hands, few have developed approaches where the responsibility of language rests on both sides: with the refugees and the host communities. Building on rhetorical, intercultural and translanguaging theories, I present a peer-education model to show how it facilitated the emergence of social connections in translanguaging spaces. Participants focused on doin…
Translanguaging
Lessons in response-ability
While many language programmes put the responsibility of language learning in the refugees' hands, few have developed approaches where the responsibility of language rests on both sides: with the refugees and the host communities. Building on rhetorical, intercultural and translanguaging theories, I present a peer-education model to show how it facilitated the emergence of social connections in translanguaging spaces. Participants focused on doin…
Translanguaging
Children’s Literature in Critical Contexts of Displacement
The article builds upon work carried out through a Children’s Literature in Critical Contexts of Displacement (CLCCD) network funded by the Arts and Humanities Research Council–Global Challenges Research Fund. The network brought together academics as well as government and non-governmental organisations with expertise in children’s literature, migration, and education who were actively working in Egypt and Mexico. They collaboratively designed w…
Cultural interventions through children's literature and arts-based practices in times of disaster
Recent natural disasters have challenged current models of crisis management and intervention, demanding speedy, flexible and emergent social actors to respond at multiple levels. To provide a comprehensive response, top-down models have incorporated the critical role played by citizen-volunteers in assisting communities in distress. However, few post-crisis response models have identified new social actors who can contribute with creative, coord…
Lessons in response-ability
While many language programmes put the responsibility of language learning in the refugees' hands, few have developed approaches where the responsibility of language rests on both sides: with the refugees and the host communities. Building on rhetorical, intercultural and translanguaging theories, I present a peer-education model to show how it facilitated the emergence of social connections in translanguaging spaces. Participants focused on doin…
Moving SDG5 forward
Universities play a critical role in the delivery of the Sustainable Development Goals through the third mission, i.e. public engagement activities. However, female academics miss opportunities to be part of this mission because they are caught in many roles that prevent them from getting involved in the SDGs. In light of SDG5, Achieve gender equality and empower all women and girls , we conducted interviews with twenty female academics from Iran…
Language learning for refugee women in the wake of the Covid-19 pandemic
As we reflect and learn from the lessons lived during the COVID-19 pandemic that severely disrupted our ways of being in the world, in this article we call for restorative pedagogies which can reconnect us to each other and to the places we live in. We present the language learning needs and experiences of four newly arrived refugee women in Scotland. A language learning study was designed using ecological methodological approaches, an iterative …
Assessment and creativity through a translingual lens
No abstract available
Creative Maladjustment and Creative Subversion of Kazakhstan’s English Teachers
Virtual reality peer-to-peer learning
Virtual reality offers exciting potential as a digital learning tool in Higher Education where users benefit from immersion within interactive environments. Similarly, peer-to-peer learning is a well-established pedagogical approach known to improve academic outcomes, social skills, and cost-saving. While both VR and peer learning have demonstrated benefits individually, limited research has examined how these approaches can be meaningfully integ…
Sociology (7 works) · Political science (6 works) · Multilingual Education and Policy (5 works) · Pedagogy (5 works) · Psychology (5 works) · Linguistics (3 works) · Second Language Learning and Teaching (3 works) · Translanguaging (3 works) · EFL/ESL Teaching and Learning (2 works) · Gender Studies (2 works)