Chawin Pongpajon
Chawin Pongpajon is a doctoral researcher at University College London and a lecturer in ITE at Chulalongkorn University, Thailand.
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Mario Moya
Dr Mario R Moya is the Course Leader for the MA in Education at the University of East London. He leads modules in undergraduate and postgraduate courses, advocating for teachers’ voices,...
BERA and the Kusuma Trust: Neurodiversity in mainstream schools grant programme Enquiries Meeting
The meeting will be held on Microsoft Teams on 5th September 2024 between 12:00 and 1:00pm Join the meeting Meeting ID: 395 473 913 671 Passcode: a6UE2h
Food poverty among students: What is the role of universities?
In the UK, the number of people reported to be living in ‘food insecure’ households rose from 4.7 million (7 per cent) in 2021/22 to 7.2 million (11 per cent) in 2022/23 (Francis-Devine,...
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Research Ethics Case Studies 2024
Designed to complement BERA’s Ethical Guidelines for Educational Research, fifth edition (2024)
Research Ethics Case Studies 2024: Classroom observation for ‘insider’ teacher-researchers
This case study examines some of the ethical issues involved in ‘insider’ research. It highlights the importance of thinking through and anticipating potential conflicts of interest when...
Ellen McHugh
Dr Ellen McHugh is a Senior Lecturer in Education at Brunel University London. Ellen’s research focuses on educational inequalities in higher education with particular reference to students from...
Empowering educators: Non-formal teacher training in conflict-affected societies
In the aftermath of conflict, rebuilding societies often hinges on reshaping education to foster peace and reconciliation. Within this complex landscape, the role of educators becomes pivotal....
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How the centralisation of multi-academy trusts is silencing local voices in England
Multi-academy trusts (MATs) are charitable bodies responsible for overseeing and governing a group of schools or academies in England. Funding for MATs is delivered directly from the government...
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Transforming teacher education through transdisciplinary communities of practice for sustainability education
Education is vital for the urgently needed transition to more fair and sustainable futures. However, in order to fulfil this potential, education itself must be transformed. Teachers are central...
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Civic participation in the Chilean School system: Divergent tales of influence
What is the purpose of our research? Promoting civic participation is key to developing engaged and active citizens. The school system in Chile has developed multiple opportunities for civic...
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Schooling in a ‘divided’ city: Exploring reparative justice in education
The Reparative Futures of Education (Repair-Ed) project explores the geographic production of injustices in primary school education in the city of Bristol, England. We consider how ‘geographic...
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