Prioritising micro-level experiences of schooling: A policy prospect for addressing inequality in basic education access?

Ghanaian and Sub-Saharan African (SSA) governments are successfully implementing universal policy solutions to expand basic-school opportunities for children. Yet, a vital component of the basic...

Advancing posthumanist perspectives on technology-rich learning

Picture your favourite childhood toy. What was it? What did you learn from it? How did you know it was for you? These questions, and others like it, underpin the questions raised by posthumanist...

#BlackLivesMatter in education: How can a hashtag help us understand exclusion inequalities in English schools?

Education, #BlackLivesMatter and racial justice in the UK and beyond

The publicised deaths of Black people across the United States sparked a worldwide movement of protest against the historical inequalities and marginalisation experienced within the Black...

Cultural capital in non-White majority schools: A critical exploration of cultural ethos and pedagogy

Education, #BlackLivesMatter and racial justice in the UK and beyond

Embodied cultural capital includes the artistic, religious, social and historical inheritance of non-White students. Cultural pedagogy and ethos is defined as the institution’s ‘official’...

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

Covid-19, education and educational research

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...

Closing the Covid-19 gap: Where should interventions begin?

Covid-19, education and educational research

This year coronavirus has put unprecedented pressure on our schools. It has been inspiring, as we continued to support our young people through the global pandemic, to see so many creative...

English instrumental music teaching: A model for authentic learning

Covid-19, education and educational research

At the time of writing, as we move through the Covid-19 pandemic, most children in the UK have been away from school for nearly half a year, no end-of-year public examinations have taken place,...

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

Covid-19, education and educational research

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...

Deaf children and social wellbeing: The evolution of the special school for the deaf

Research has shown that deaf children experience disadvantage in the education system (Berry, 2017). This disadvantage is associated with a lack of tailored pedagogy, being educated in...

Typing aloud

In common with most teacher educators, I am a big fan of classroom talk. I continually stress to my English subject trainee teachers the huge value of the spoken word and invite them to be...

Positioning children with a vision impairment as knowledge producers and change agents

Framing research: Theories, concepts and reflexivity in educational research

‘The ability to collaborate on both a small- and large-scale is becoming one of the core requisites of postmodern society’ (Fullan, 1993, p.5). Yet it is ‘still relatively rare for children...

Problematising resilience during times of change

As we move into the post-pandemic world, one word is becoming increasingly prevalent as a measure of people’s preparedness: resilience. Within a populist paradigm, the ability to ‘bounce...