Conbustica 2010

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Krassimira Luka

Rapport for the archaeological excavations in 2010 at Roman military camp and Late Roman fortress Conbustica

The main goal of the project is to acquaint students with the basic methods of archaeological records of Roman pottery. During the course participants will work with authentic Roman shards and will learn: the analytical techniques; how to render a pottery material into a systematic classification; how to make a technical drawing; how to use the graphic software and prepare materials for publication; how to interpret the archaeological data

Vidin 2011

Krassimira Luka

This document lists the names and affiliations of 12 individuals: Mikola Kulakov, Charlie Bromley-Martin from Newcastle University, Chelsea Gardner from University of British Columbia, Krasimir Rangelov, Jennifer Wakefield from University of Aberdeen, Plamen, Lizzie Jackson from Newcastle University, Jamie Burrows from Nottingham University, Marian Mladenov, Tara Wallace from Nottingham University, Vanyo. Affiliations include universities from the UK, Canada, and Bulgaria.

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UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction. This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).

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