A renewed call to ‘decolonise’ the curriculum has marked a shift in thinking about education and what should form the canon of curriculum content (le Grange, 2016). It has been amplified further here in the UK by the ‘Rhodes must fall’... [...]
Race, Ethnicity and Education
‘Race’ and ethnicity continue to be major factors influencing children’s and adults’ experiences of education at all levels and in a variety of respects. These include academic achievement, professional employment, social interactions, parental involvement, curriculum development, assessment issues and so on. The ‘Race’, Ethnicity and Education Special Interest Group is concerned with these and other related issues. The terms ‘race’ and ‘ethnicity’ are acknowledged as problematic but are also commonly used and have recognition as relating to issues of colour and cultural racism with which the group will be concerned. There is a lot of support for this SIG as people feel that ‘race’ and ethnicity issues tend to get subsumed within more general papers concerning policy and pedagogy. We also intend to link up with the journal ‘Race’, Ethnicity and Education as well as BERJ. This will further raise the profile of the SIG and also BERA and it will provide further outlets for researchers’ academic papers. An argument against a SIG on ‘race’ and ethnicity may be that it could lead to marginalisation. However, the counter position is that of permeation which is at least if not more problematic. We have seen in BERA and also in the school system that permeation can often lead to dissipation and render these issues invisible. Moreover, the American Education Research Association, although a much larger organisation of course, has successfully employed discrete Special Interest Groups on ‘race’ and ethnicity issues. Aims of the group:
- to provide a forum within BERA for researchers of ‘race’, ethnicity and education in which to share their research, exchange ideas and develop new ones
- to raise the profile of ‘race’, ethnicity and education issues within the British Educational Research Association and in the academy more generally through the annual conference and by hosting seminars and encouraging the publishing of research papers within BERJ and other journals
- to generate and develop the debate about ‘race’, ethnicity and education throughout the organisation as well as the educational community in general
- to support and facilitate the development and quality of research in relation to these issues.
Professor Erica Joslyn
Professor Erica Joslyn is Head of Department for Children, Young People and Education at University of Suffolk. Erica holds undergraduate and masters degrees in Social Policy and a PhD in Public Policy and Management from the University of Birmingham in the UK. She has worked in higher education since 1990. Erica is a Principal Fellow of the Higher Education Academy and has extensive experience in curriculum leadership and academic management.
Her academic and research interests are in the areas of resilience, social emotional competence and education for children and young people and has recently written ‘Resilience in Childhood: Perspectives, Promise and Practice’ – published by Palgrave Macmillan. She is a member of the European Network for Social and Emotional Competence (ENSEC), and has presented numerous papers at conferences including ENSEC International conferences.
Erica has a keen interest in the provision of education to primary and secondary sectors and works to support the provision of PGCE School Centred Initial Teacher Training (SCITT), offered at UCS in conjunction with primary and secondary schools and Local Authorities. She works closely with Suffolk County Workforce Development Team across Suffolk and to facilitate teacher training, CPD for experienced teachers and professional development in school leadership and management. Erica is currently the project lead for the STEM Accelerator Pilot Programme – leading a partnership team from UCS, Connect EB Ltd and Suffolk County Council designed to stimulate and engage 14-19 year old students in STEM-related project activities. This two year programme provides opportunities for the STEM business community to engage directly with students to promote STEM skills and careers across Suffolk.
Erica has worked with the voluntary sector on a range of projects including homelessness and housing provision, service evaluation for funded projects and workforce development for the CYP sector. She continues to closely with the voluntary sector in Suffolk to evaluate the impact of policy and develop practice and service provision.
Elaine Ulett is a Training and Development Specialist at Oxford Brookes University where she teaches Information Technology and a range of technology systems to staff and students. In addition, Elaine manages the European Computer Driving Licence (ECDL) Centre, based at the university. The centre offers an internationally recognised qualification for computer users and is open to staff, students as well as the general public. Elaine has a background in adult education. She has worked in further education and in charities where she taught people with mental health problems, socially excluded young people and prisoners.
Elaine is currently studying for a Professional Doctorate in Education at Oxford Brookes School of Education. Her research focuses on Black Minority Ethnic academics who have aspirations for career progression to become senior leaders in British Higher Education Institutions. The research will take a social identity perspective to determine whether an individual’s relationship with others, within the institution, can impact their decision to seek career progression to a senior position.
Elaine has a keen interest in social wellbeing. She previously supported people in her community by helping to run the local foodbank which is run from the church she attends regularly. She served six years as a committee member, first as a treasurer and then fundraiser helping to feed those in need within her community. Elaine is also a qualified yoga and meditation teacher with the British Wheel of Yoga, and is working with the university to promote wellbeing for students and staff.
Latest SIG Content
Tracked educational systems, such as many European systems for secondary education, are frequently associated with higher levels of educational inequity compared with comprehensive systems. ‘Tracking’, in education, refers to the placement of... [...]
A response to Komatsu and Rappleye: What if east Asia’s high achievement is not the result of long hours of study, cram schools, and exam pressure?
In their recent BERA Blog article (10 August), Komatsu and Rappleye raise the idea that the high achievement of Asian education systems – and specifically Japan’s educational achievements – have been ignored because of cultural bias and a... [...]
What if east Asia’s high achievement is not the result of longer hours of study, cram schools, and exam pressure?
Since the inception of international comparative tests in the 1960s, Japanese students, like most students around east Asia, have consistently outscored their Anglo-American peers (that is, the United Kingdom, the United States and Australia).... [...]
Student empowerment can take many forms. Some, such as new student activism and student consumerism, can feel threatening to faculty and higher education communities. Others offer a counternarrative to the divisiveness that is intensifying on... [...]
Closing the gap in access to free ‘universal’ early education: What affects participation among low-income families?
For over a decade, all children in England have been entitled to free government-funded early education and care from the term after they turn three. One of the aims of this policy is to close the developmental gap between higher-income and... [...]