Tackling educational inequality
The questions, ‘What does the empirical evidence tell us about the achievement gap?’ and ‘What is proven good practice for closing the gap in educational inequality?’, are the subject of...
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Spotlight on mental health and education: New special interest group hosts inaugural conference
Over 80 delegates attended the first conference of the recently launched Mental Health, Wellbeing and Education special interest group (SIG) at the University of West London (UWL) in July. The...
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The experiences of teachers who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+)
The recent protests in England outside primary schools about teaching children about the full spectrum of relationships are a significant concern (Kotecha, 2019). Schools have a duty to promote...
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Unexamined privilege and schools as sites of othering: Towards an ethics of commentary and debate
Despite years of monitoring and targets, the professional workforce of education, from early years to university, remains generally unrepresentative of the wider population that it serves, in...
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Manifestos, policies and practices: An equalities agenda
There is likely to be a general election soon, and this calls for a manifesto or set of policy prescriptions that are opposed to neoliberal institutions, frameworks and ideologies. In addition,...
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Competing, complementary and missing discourses of social justice in early childhood education and care in England
Earlier this year the University of Manchester’s Institute of Education hosted the first of four events to support BERA’s research commission into competing discourses in early childhood...
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Money is not the solution to the teacher shortage – or is it?
In England, less affluent areas have had greater difficulties in attracting qualified teachers than many other parts of the country. In coastal rural areas, which can be highly deprived, 7 per...
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BERA Conference 2019 to hear of new interdisciplinary study exploring the virtues underpinning ‘British values’
Much has been written, since the introduction of the duty on schools to promote ‘fundamental British values’ in the 2014 Ofsted inspection handbook, on the rights and wrongs of using education...
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Is pupil premium funding the answer to a worldwide problem?
Worldwide, socioeconomically disadvantaged students have lower average attainment outcomes at school, and poorer opportunities once they have left school. In England, poorer pupils are also...
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Autumn 2019
New perspectives on international, intercultural and global education
What are the drivers to inspire more girls to study computer science?
As our 21st century society evolves, computer science (CS) proves fundamental (Cotteleer & Sniderman, 2018) to our global communities’ economic growth, national security, sustainability and...
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Youth activism, engagement and the development of new civic learning spaces
The relationships between youth activism, engagement and education are vitally important in the current context, in which the pressures of globalisation and populism are emerging from and fuelling...
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