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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...

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...

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,...

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...

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...

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...

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...

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...

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...

Pedagogies for the ‘dis-engaged’: Who gets what from arts education?

Not all young people get to access arts programmes. For those who do, the benefits have been widely recognised (de Roeper & Savelsberg, 2009; Catterall, 2012). However not all young people...

Sheine Peart

Lecturer

Sheine Peart is an Associate Professor in Access, Equality and Inclusion and is programme leader for the doctor of education. Her research interests include social justice and inclusion; and...