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Forest School and its place within a Covid-recovery curriculum

With the easing of pandemic-related restrictions for UK schools, educators’ focus has turned to mitigating the impacts of Covid-19 on children’s learning and wellbeing (see Kumar Jha & Arora,...

Knowledge about what? ‘The knowledge question’ in the Norwegian curriculum

A fundamental question in education is, ‘What is most worth teaching and learning?’ A variation of this question can be directed from student to teacher: ‘Why should we learn this?’...

Dyslexia: To identify or ignore?

When it comes to identifying whether a child has dyslexic tendencies, parents/guardians and teachers can experience a combination of feelings about whether this is for the best. The principal...

The ‘shadow education’ phenomenon

In research, educational services such as private tutoring, coaching and academic enrichment classes that operate outside formal educational institutions (such as schools) are commonly referred to...

What is the purpose of school and who should control it?

We all learned at school Churchill’s comment that ‘democracy is the worst form of government except for all those other forms that have been tried from time to time’ (quoted in Langworth,...

Call for papers: Decolonial and anti-racist perspectives in teacher training and education curricula in the UK

A special issue of the Curriculum Journal

Why Wales has a head start in the future of post-16 education in the UK and internationally

Wales is currently in the middle of a curriculum and qualifications reform. Since 2015, ‘pioneer’ schools across the principality have been contributing to the development of a new national...

Relative age and the early years foundation stage profile

Who is attributed a ‘good level of development’ – and what might this tell us about how ‘good’ the EYFSP is?

The BERA Blog: Highlights of 2021

BERA Blog end of year highlights

Yuletide greetings and festive cheer to all our readers and authors, wherever you may be. In these challenging times we thank all of you for your continued support of and engagement with the BERA...

Editorial: The playful academic

Imagine a place of learning where progressive failing, building resilience, and developing individual and collective skills, values and creativity are not only thought about as a theoretical...

The playful academic

This special BERA Blog series, edited by Maarten Koeners, explores how play and playfulness can facilitate learning in higher education – from the points of view of educator, researcher,...

Playful creativity

‘Intelligence is what you use when you don’t know what to do.’ (Attributed to Jean Piaget) Learning is often compromised by competitiveness (Brown & Vaughan, 2009). Bred from the...