Search

Pere Ayling

Lecturer

Pere Ayling, Ph. D. is a lecturer and a researcher in the University of Suffolk (UOS), Ipswich, United Kingdom. Her areas of specialization include consumption, (in)equality, race, elite education...

Nighet Riaz

Associate Lecturer

Dr. Nighet Nasim Riaz is an academic and policy adviser specialising in equality, diversity, and inclusion (EDI) in education. As the EDI Policy Adviser at the University of Glasgow, she leads...

The impact of the prevent duty on schools: What does the evidence tell us?

The UK government has become influential in the field of countering violent extremism (CVE), and Kundnani and Hayes (2018) document how its legislation and policy framework has been exported...

Statutory Relationships and Sex Education: Issues of Cultural and Moral Diversity

This event is now fully booked. To be added to the waiting list please email events@bera.ac.uk.       In April 2018, the government announced its intention to make Relationships Education...

Claire Needler

Claire Needler is an ethnology PhD student in the Elphinstone Institute, University of Aberdeen. Her current research area is contemporary use of the Scots language among young people in the north...

Shifting power in children’s literature: Story Makers Press

Literary criticism of children’s literature focusses on the power relations between the adult writer and the child reader. At one end of the spectrum, this relationship is described as...

Inequality of pedagogy in English schools: How significant is it?

Addressing educational inequality has been a longstanding focus for educational research as well as for English education policy, yet the attainment gap between rich and poor remains constant...

Researchers drawing on teachers’ tools: Picturebooks with migrant learners

This blog post springs from a symposium I convened at BERA Conference 2018 entitled ‘Using creative methods to explore complex topics with young participants’. The symposium reflected my...

Arresting ‘epistemic violence’: Decolonising the national curriculum for history

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...

Does bias in secondary school track recommendations change over time?

Tracked educational systems, such as many European systems for secondary education, are frequently associated with higher levels of educational inequity compared with comprehensive systems....

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 –...

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...