This symposium built upon BERA’s research commission, Competing Discourses of Early Childhood Education and Care, and critically explored why and how early childhood education and care (ECEC)...
Continue reading blog postTraditional research practice often fails to acknowledge our embodied, entangled and complex roles, with ‘ethics’ becoming merely a form to tick off along a path to neutral and objective...
Continue reading blog postThose who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...
Continue reading blog postCo-teaching provides a collaborative pedagogy in initial teacher education, whereby co-teachers share expertise to: improve the learning environment for students, and develop each other’s...
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There is a lack of historical accounts of the further education (FE) sector in England and Wales, which is reflective of its broader historical-cultural positioning. FE sits between secondary...
Continue reading blog postThe culture of transforming everything into products to be ‘consumed by the market’ is manifesting itself as a global pathology. This trend is destroying longstanding communities of practice...
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Some decades ago, several studies advanced an unexpected answer to an age-old question: schools do not help students improve their social positions (see for example Coleman et al., 1966). This...
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Many BERA members will be very familiar with terms such as evidence-informed practice, evidence-based practice and research-engaged teaching. The recent BERA close-to-practice research project is...
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In 1973, at the beginning of the 1970s international oil crisis, and amid emergent Watergate revelations, Paul Simon sang ‘we come in the age’s most uncertain hour...’. At around the same...
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