Having recently completed a small exploratory study (124 respondents) of the way that maths-anxious undergraduates in the UK make sense of their maths anxiety (MA), I was prompted to consider: had...
Continue reading blog postCovid-19 resulted in a major interruption to routine assessment custom and practice in higher education. This interruption has placed higher education providers (HEPs) at a crossroads where they...
Continue reading blog postWithin higher education (HE) there are specific power dynamics that can be attributed to institutionalised intersectional inequality (for example lecturer-student hierarchy, social class and...
Continue reading blog postWithin the ‘Principals as STEM Leaders – Building the Evidence Base for Improved STEM Learning’ project, funded by the Australian Government Department of Education, Skills and Employment,...
Continue reading blog postIn Northern Ireland, as in other divided and conflict-affected societies, the contribution of education and, particularly, the school curriculum in aiding social cohesion has long been recognised...
Continue reading blog postI began decolonising curriculum knowledge 25 years ago. The tragic murder of the Black British teenager Stephen Lawrence in 1993 was the catalyst of my activism in education, research, teaching...
Continue reading blog postIn England, as with so many settings around the globe, researchers have long-debated how concepts of racism interplay with education, whether at the systemic or classroom level (see for example...
Continue reading blog postLearner-centred pedagogy (LCP) has been introduced in numerous countries around the world, usually as a response to the perceived lack of effectiveness of traditional ‘teacher-centred’...
Continue reading blog postDecolonising the curriculum is a complex, although not elusive phenomenon in initial teacher education (ITE). It is, however, to be actively and persistently pursued in order to enable anti-racist...
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