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...

Autumn 2022

Research Intelligence issue 152: SOS (Save Our Staff): Protecting & enhancing staff wellbeing in education

When the object becomes the subject: Redefining the Teachers’ Standards as ‘learner standards’

In England, the Teachers' Standards are often used formatively to guide quality improvement towards a final summative, quality assurance process which takes place to ensure that the standards have...

Professionalism for those working with the under-threes: a Northern Irish perspective

Competing discourses in early childhood education and care

Northern Ireland has an established early childhood education and care (ECEC) system with some strengths, such as near-universal participation in pre-school education. However, for children under...

Tensions in scaling up effective professional development: Balancing programme integrity and school adaptation

Decades of research have sought to unpack the challenges of balancing programme integrity and school adaptation when taking educational interventions to scale. Professor emeritus Larry Cuban from...

SEND: Looking through an intersectionality lens

Spotlight on SEND: Curriculum design and practice

This blog post explores the concepts of special educational needs and disabilities (SEND) and intersectionality, and highlights the importance of having an awareness of how these are linked. I...