The ‘impractical wisdom’ of the Early Career Framework

In 2019, in response to concerns in England regarding teacher recruitment and retention, the Education Secretary announced a two-year centrally funded Early Career Framework (ECF), designed to...

Understanding and mitigating the impact of Covid-19 disruption on trainee and early career teachers in secondary schools

Covid-19 has led to significant disruption in the established systems and practices of preparing new teachers. This blog post reports on the findings and recommendations from an Economic and...

Editorial: Educators learning through communities of philosophical enquiry

Educators learning through communities of philosophical enquiry

‘Community’ is suggestive of collectivism and plurality, while ‘enquiry’ evokes processes of exploration led by pressing questions or concerns. Combining these concepts and practices is at...

Shutting up to promote children’s and young people’s voice

Educators learning through communities of philosophical enquiry

The thing that captured my interest as a reluctant student teacher was the 1991 BBC film The Transformers, which showed children doing philosophy. This wasn’t academic philosophy. Rather than...

Educators learning through communities of philosophical enquiry

‘Community’ is suggestive of collectivism and plurality, while ‘enquiry’ evokes processes of exploration led by pressing questions or concerns. Combining these concepts and practices is at...

Price and prize in the community of philosophical enquiry

Educators learning through communities of philosophical enquiry

Community of philosophical enquiry (CPE) methodology is usually associated with Philosophy for Children (P4C) in schools, although it is used also in a variety of informal, non-formal and (other)...

Collaborative questioning: The heart of making enquiry in community?

Educators learning through communities of philosophical enquiry

Usually during academic conferences and seminars, the form of the one-to-one exchange, between ‘presenter’ and ‘participants’, reproduces a certain politics of the academic conversation:...

What are we saying when we say we listen to children’s voices?

Educators learning through communities of philosophical enquiry

Listening to children is commonly associated with improving educational environments. Many educators believe that granting children more opportunities to express their voices can promote...

Racism and discomfort in the community of philosophical enquiry: Darren Chetty in conversation with Joanna Haynes

Educators learning through communities of philosophical enquiry

Darren Chetty has written a number of articles relating to Philosophy for Children, racism and multiculturalism. The Dwelling Together film referred to in this interview shows him facilitating...

Community of enquiry, ethics education and the tensile teacher

Educators learning through communities of philosophical enquiry

Among their many responsibilities, teachers are ethics educators. This role requires significant tensile strength because when teachers take it on, they feel pulled in two directions at...

‘Learning for All’

BERA is funding six new small grants in 2022/23 under the title “Learning for all”. These grants support projects which examine educational provision in its widest sense that seeks to provide...

‘Why won’t you leave?’ The question we should be asking nursery staff who choose to stay in the profession

Workforce statistics in the field of early years education and childcare (EYEC) are frequently tendered as proof of how the UK system of nursery recruitment and retention is flawed, failing or...