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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...

Radical imagination: Enacting anti-racist practice and decolonial praxis in initial teacher education in England

Decolonising the curriculum is a complex, although not elusive phenomenon in initial teacher education (ITE). It is, however, to be actively and persistently pursued in order to enable anti-racist...

Science communication: Creativity and empathy

My speaking invitations are normally limited to flies or dementia – it was therefore a refreshing change for me to be asked to talk about my teaching passion of science communication. It was a...

The un-decolonisation of the HE curriculum in the UK: How representative are the current reading lists in education graduate programmes?

The Global South is inhabited by roughly 75 per cent of the world’s population; it is expected that this number will increase to almost 88 per cent by the year 2100 (Solarz & Wojtaszczyk, 2015)....

Evidence-based practice in schools: Diving deeper

In their recent BERA Blog post, Watkins et al. (2022) highlighted concerns about school leaders’ understanding of research and using research for school improvement; specifically, knowing what...

Inequalities in language learning: What are they and how can we fix them?

Young people in the UK are less likely to study a language in upper secondary school than their European peers, and not just because they already speak English (European Commission, 2017). In...