Category: Education

Black History Month 2021 | Celebrating Black History and Committing to Racial Justice at the School of Education

Posted on by School of Education University of Bristol

A collaborative blog post from the School of Education

As the School of Education welcomes many new and returning students to Berkeley Square, we also celebrate Black History Month and reflect on how addressing issues of racial justice continues to be central to both our research and teaching. Last year, we highlighted the importance of understanding Bristol’s Black History for new students at the School of Education, and looked forward to ways in which research and teaching at the School can promote racial justice. This year, we share some of our recent and ongoing activities, with an invitation to all to continue to participate and learn with us.  (more…)

A matter of inclusion: Schools continue to navigate government advice in support of students

Posted on by School of Education University of Bristol

National Inclusion Week 2021. Blog post by Lucy Wenham, University of Bristol  Helen Knowler, University of Exeter  Elizabeth J. Done, Institute of Education, University of Plymouth

As the school year in England begins once again against an evolving Covid-19 backdrop, we ask what this latest set of circumstances means for issues of inclusion, including which students will continue to be at greater risk of being sidelined, ‘off-rolled’ or marginalised (Wenham, 2021). Off-rolling or ‘grey exclusions’ refers to the removal of a student from the school roll when they are not subject to formal procedures such as permanent exclusion. Instead, parents are encouraged to deregister their child. (more…)

Introducing ‘Rehumanising Teacher Education’: a website for teachers and teacher educators

Posted on by School of Education University of Bristol

Blog post by Dr Janet Orchard, School of Education, and Nidia Aviles Nunez, School of Education

With a (contentious) market review of teacher education in England currently underway, we are reminded that in many parts of the world the place of critical reflection by teachers is increasingly called into question. Teacher ‘training’ is becoming increasingly pre-occupied with content and academic attainment as the sole purpose of schooling, with schools increasingly positioned as competitors within educational systems focused solely on assessing their performance through targets and measurable outcomes. As a result, education systems are undermining attention to those fundamentally human concerns that characterise teaching and through which teachers educate their students.

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Summer 2021 education document summaries: SEND, Covid-19, curriculum and more

Posted on by School of Education University of Bristol

Blog by Helen Aberdeen, School of Education, University of Bristol

As the academic year draws to a close and school colleagues look forward to a well-earned (and desperately needed!) break, time to take a look back over the last 6 months in education through the lens of the Document Summary Service (to be known from September as the Education Policy and Research Service).

So…here are the Top Ten of most downloaded summaries: (more…)

Tips for perfecting your undergraduate dissertation: SoE UG alumna, Ahanah Bhatnagar

Posted on by School of Education University of Bristol

School of Education recent UG alumna Ahanah BhatnagarSchool of Education alumna Ahanah Bhatnagar offers some top tips for writing your undergraduate dissertation – from a student who’s completed theirs

I submitted my final assignment for my undergraduate degree two months ago. It is safe to say that my focus this year was the dissertation unit. My dissertation focused on racial inequalities in education, specifically exploring the experiences of ethnic minority educators in Bristol. During the nine-month writing process, I came across several obstacles and challenges. However, I also learnt a lot of tips which I’m hoping to share with students both in the early stages of their degree, and those entering their final year, so their dissertation journey can be a smoother process. (more…)

Going Global! Education research at the University of Bristol

Posted on by School of Education University of Bristol

Blog post by Nidia Aviles Nunez, PG, Education, School of Education, University of Bristol and Dr Janet Orchard, School of Education, University of Bristol

There have been so many low points to life in a pandemic over the past year, we were keen to share one positive opportunity we have enjoyed from engaging in online video conversations with people on the other side of the world. We have been involved in a dialogue between teachers and teacher educators based in Bristol and in Hong Kong called ‘Going Global’, building on an earlier round of dialogues pre-pandemic also including pre-service teachers from Stellenbosch, South Africa. (more…)

Educating the Ritas

Posted on by School of Education University of Bristol

By Sarah McLaughlin, BA(Hons), MSC. PGCE, School of Education, University of Bristol (Doctorate in Education student)

Educating the Ritas – My research into the interaction between habitus and field for working class women on an Access to Higher Education (HE) course.

Willy Russell’s (1981) play ‘Educating Rita’ presents a biography of Rita – a white working-class woman who returns to education as a mature student and faces conflict with her sense of self as she embarks upon a journey of self-discovery and erudition. Rita has her eyes and mind opened through her studies yet struggles as she becomes aware of her social class identity, and her role as a working-class wife starts to conflict with the educated woman she emerges into. Rita’s social class identity is reconstructed, and she rejects the gender roles and expectations put upon her by her marriage and class. Rita struggles with how to inhabit her time at university compared to her time at home and at the pub with friends. This causes inner turmoil as she straddles two different worlds. For Rita, education provides power and emancipation but not without a struggle or crisis of identity. Rita’s story is familiar to many of my own students. (more…)

We need an evidence-based expert approach to the post-pandemic recovery of young people

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Blog post by Patricia Broadfoot, University of Bristol; Roger Murphy, University of Nottingham

In December 2020, the Westminster government promised to set up an expert group to consider solutions to the huge variability of the impact of the coronavirus pandemic on pupils’ educational experiences and progress. Two months later the Department for Education (DfE) announced that plans for this group had been scrapped. Instead, the DfE has appointed an education recovery commissioner to focus on so-called ‘learning loss’. Two successive children’s commissioners, the head of Ofsted and many others have expressed serious concerns about the current situation. There has also been widespread disagreement about the best strategies to employ and the resources required.

We need the best possible expertise to identify the issues that must be addressed if children are to flourish. We need experts to provide an integrated picture of the challenges that children face, and to suggest appropriate ways of addressing them. Without such expertise children could suffer lifelong impacts, as argued by two children’s commissioners and in a report by the Institute for Fiscal Studies (Sibieta, 2021). That report drew the following conclusions, which reflect our key concerns.

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STEM Education and development of engineering identity

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By Kevin Chow, School of Education EdD PGR (Hong Kong)

Since the inception of Hong Kong in the 1840s, over the past 180 years, local engineers have tirelessly demonstrating their diligence and enthusiasm in contributing their expertise to bring about safe, convenient and comfortable living for our citizens.1 Our engineers have also been rated not only as one of the best in Asia but also being highly recognised world-wide. However, following the transition of high-profile engineering positions to the management positions, and the inclusion of engineering into “science and technology” at an international level, the status and visibility of engineering have declined in the past few decades, leading to an inaccurate development of engineering identity among youngsters2 and difficulties in recruiting youngsters to join the industry. (more…)

Phase 3 ‘Reimagining the Diary’: taking stock and looking ahead

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Blog image phase 3 reimagining the diaryBlog by Dr Lucy Kelly, PI (Principal Investigator) for the ‘Reimagining the Diary’ project, which explores diary-keeping and reflective practice as a positive tool for teacher wellbeing.

So despite another national lockdown, it’s been a busy start to the year for the ‘Reimagining the Diary’ project. Myself and Martyn from Teacher5aday are now working with 82 teachers across the country, each of whom has received a physical Diary Toolkit (pictured below) to chart their wellbeing journey over the term. It’s been lovely hearing such wonderful feedback on the Toolkits. I think receiving something so beautiful during lockdown had a really positive impact – symbolising connection and a new chapter for everyone – and I’m looking forward to seeing how this phase progresses. (more…)