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Creating the conditions for inclusion: How the Writing Café is facilitating accessibility for disability through mutuality and empowerment

Within higher education (HE) there are specific power dynamics that can be attributed to institutionalised intersectional inequality (for example lecturer-student hierarchy, social class and...

Diversifying our curriculum: Rediscovering the power of our narrative voices

BCF Curriculum Investigation Grant Research Reports

Funded by the 2021–2022 British Curriculum Forum Curriculum Investigation Grant, this project aimed to investigate the degree to which a secondary school in England included a multitude of...

Can a whole-school curriculum focus on celebrating diversity reduce the volume of racist incidents?

BCF Curriculum Investigation Grant Research Reports

This project, funded by the 2021–2022 British Curriculum Forum (BCF) Curriculum Investigation Grant, involved finding ways to celebrate diversity within a Welsh school and its school curriculum....

Principals’ perceptions of the teaching and learning of science, technology, engineering and mathematics (STEM)

Within 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,...

Sounding right, sounding white: Interrogating language, race and curriculum in secondary education

BCF Curriculum Investigation Grant Research Reports

Funded by the British Curriculum Forum Curriculum Investigation Grant 2021–2022, this project explored the impact of offering lower KS3 pupils a curriculum that contrasted significantly with the...

An empirical evaluation of ‘big questions’ as an organisational framework for interdisciplinary social studies in a Scottish high school

BCF Curriculum Investigation Grant Research Reports

This research project assessed the impact on pupils and staff of a school-designed integrated social studies curriculum, aiming to apply insights from Big History and Big Questions to offer pupils...

Who is your teacher and why does it matter? The lived experiences of history and citizenship teachers in Northern Ireland

In 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...

Decolonising curriculum knowledge: A scholarly journey from the local, to national and international perspectives

I 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...

Curriculum, Assesment and Pedagogy SIG Convenors 2023-2026

The BERA Curriculum, Assessment and Pedagogy SIG is inviting applications for a convenor to run the SIG for the next 3 years. The aim of the Curriculum, Assessment and Pedagogy (CAP) SIG is to...

A ‘race and education’ film club: New reflexive possibilities

In 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...

Is learner-centred pedagogy the answer in low- and middle-income countries?

Learner-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’...

Join the Curriculum Journal editorial board

The Curriculum Journal – BERA’s international peer-reviewed journal publishing original contributions to the study of curriculum theory and curriculum-making practices – is seeking...