‘This paper addresses one of the key concerns facing contemporary education systems – the pervasive homogenisation of educational accountability practices characterised as GERM – through a comparative study of two quite different education systems, Brazil and Norway. The paper explores the related but conceptually distinct issues of agency and autonomy in these contexts, illustrating how global policy agendas are mediated quite differently in the two settings. A strength of the paper lies in its conceptualisation of these two concepts, which are often conflated. The paper shows how teachers negotiate the constraints and opportunities afforded by centrally imposed accountability systems, often in creative ways that demonstrate considerable agency and result in the enactment of different kinds of curricula.’
‘These are three very different papers, but have in common that they offer a challenge to existing assumptions about curriculum that underpin much contemporary policy. The papers challenge in different ways – empirically and theoretically – and offer nuanced accounts of the instrumentalism, narrow performativity and weak conceptualisation that often characterises education policy and practice.’
BERJ Editors’ Choice Award 2020
The editorial team of the BERJ and BERA are delighted to announce the winners of the 2020 BERJ Editors’ Choice Award, which recognises articles published throughout 2019.
The following winning article was selected by the editors from nominations received from the BERJ editorial board.
Belas and Hopkins argue powerfully for how curriculum should respond to conditions of inequality and structural white supremacy. Drawing on the disciplines of political philosophy and history of education, their article demonstrates the intellectual breadth and relevance of contemporary work in the field of education, and the capacity for educational research to contribute to wider academic and social debates around Britishness and diversity in the English cultural canon.
The editors would like to commend two further articles:
Jerome, L., Elwick, A., & Kazim, R. (2019). The impact of the Prevent duty on schools: A review of the evidence. BERJ, 45(4), 821-837. https://doi.org/10.1002/berj.3527
Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. BERJ, 45(1), 181-200. https://doi.org/10.1002/berj.3498
Review of Education Editors’ Choice Awards winners for 2019 and 2020
Recognising the highest quality and most impactful articles in the journal’s recent history, the editors of Review of Education have chosen two winning articles published in 2019 and 2020 respectively. Both articles have been made free-to-view to those without a subscription for a limited period, courtesy of our publisher, Wiley.