Showing results 49–60 of 242
I was once told that professionals reach their peak after seven years in their profession. Fine, I thought, if you are an accountant. Numbers don’t really change. It’s okay, if you are a...
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The UK’s counter-extremism Prevent strategy has come under fire consistently since its inception more than 10 years go. Studies have found it divisive, rendering Islamic communities and ethnic...
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The issues of curriculum, pedagogy and assessment are pivotal to shaping our educational system. These concepts have been constructed, reconstructed, deconstructed and contested over many decades....
Continue readingThere is a continual debate and discussion about exams – whether it is standard attainment tests (SATs) at primary school or GCSEs and A-levels at secondary – and how effective they are not...
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We know that parents are given some choice over which school their children can attend. To this end academics, drawing on work by Bourdieu (1990), have explored the habitus and culture of both...
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At an ESRC-Palgrave-Springer Festival of Social Science event about social sciences impact, held at the Royal Society on 7 November 2017 (#FossImpact), I asked a question. Before I repeat this...
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We live in interesting times. We see global social media campaigns such as #MeToo, #BlackLivesMatter and #illRideWithYou responding to social, economic and political injustices, while on the other...
Continue readingToday’s educational policy is co-produced, through policy bureaucrat’s words and technocrat’s lines of code. The global move towards digital governance and the digitising of educational...
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The Prevent duty (2009, 2011, 2015) is a statutory requirement upon all educational professionals to have due regard to prevent individuals being drawn into terrorism. Criticisms of the Prevent...
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The Labour party’s proposal for creating a National Education Service could, if they come to power, fulfil a long-felt need for bringing together and supporting the disparate parts of today’s...
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The under-achievement of white working class boys in England is well documented. They are the lowest academic achievers at the age of 16 for any socio-economic class grouping (Sutton Trust, 2016),...
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‘It is not possible to train truly literate individuals (in the broadest sense), in whatever specialism they may pursue, by any means other than the properly organised teaching of foreign...
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