Maths at the kitchen table: Capturing teacher and family voices on online teaching and learning in Covid-19 times

The Covid-19 pandemic has had an unprecedented impact on everyday life across the world. In January 2020, we could not have imagined that in just a few months as many as 138 countries would...

The increasing need to educate children about their rights: An outcome of lockdown measures

Many children in the United Kingdom, and elsewhere in the world, have been away from their regular school and early year settings, spending lengthy periods of time at home since the beginning of...

Students’ anxiety about the allocations of grades for cancelled high-stakes public examinations

‘My main anxiety at the moment is how I am going to be graded.’

Activism, autonomy and identities: Stories from early childhood educators

In pre-Covid England, early childhood education and care (ECEC) was already in a state of uncertainty. A maelstrom of structural conditions and an onslaught of initiatives had manifested as...

BERA ECR Network symposium: A personal reflection on constructive feedback

In October 2019 I travelled to the US to explore the benefits of oracy-centred teaching strategies and expeditionary learning for the development of the speaking, listening, reading and writing...

Lost in translation: The translation of Article 12 of the United Nations Convention on the Rights of the Child into educational legislation

The United Nations Convention on the Rights of the Child (UNCRC) (UN, 1989) includes 54 articles outlining rights and freedoms for children. The UNCRC provides formal acknowledgement of the rights...

The future of religious education in England

The Commission on Religious Education (CoRE) proposes a statutory change of the name for the subject religious education (RE), into ‘Religion and Worldviews’ in all publicly funded schools...

Re‐educating the nation? The development of a new curriculum for Wales

This series of blogs summarises new research featured in a special issue of the Curriculum Journal  (published simultaneously in English and Welsh), which explores the many issues that arise...

School transition, socioeconomic inequalities in wellbeing and the Covid-19 pandemic

Covid-19, education and educational research

Children’s education and wellbeing are profoundly influenced by the circumstances into which they are born. Being from a wealthier family is associated with a range of positive outcomes. Poverty...

International students and Covid-19: What is the current advice?

The pandemic that has gripped the UK has meant that uncertainty becoming central to our way of life. With borders closed, migration curtailed and social distancing policies in place, this...

Rethinking the ‘digital’ curriculum: What else should we be aiming for?

After years of excitement and enthusiasm about all things digital, recent times have seen us collectively becoming more sceptical about the relationship between technology and society. We are now...

Time for educational researchers to take their place in the sun?

Covid-19, education and educational research

As recent posts on the BERA Blog have demonstrated, in the quiet chaos of lockdown a range of taken-for-granted assumptions (Courtney et al., 2020), competencies (Zhou & Wolstencroft, 2020) and...