Blog by Leanne Cameron, School of Education. Originally published by Alliance for Child Protection in Humanitarian Action Inter-agency Network for Education in Emergencies (INEE)
In April 2020, at the height of the COVID-19 pandemic lockdowns, UNESCO estimated that more than 1.5 billion children and youth – nearly 90% of students worldwide – were out of school, disrupting the academic progress and social and emotional development that education provides. For nearly a year now, with schools closed across the world in response to the pandemic, many children and young people have traded classroom desks for kitchen tables.
For many millions, however, the reality of COVID-19 related school closures has been far less comfortable, leaving them unable to continue their education and exposing them to increased risk of exploitation and abuse. For children and young people in crisis-affected, post-crisis, and refugee hosting countries, school closures compound the risks and harm they already face from the effects of the crisis around them. (more…)
Hello! My name is Lucy Kelly and I’m the PI (Principal Investigator) for the ‘Reimagining the Diary’ project, which explores diary-keeping and reflective practice as a positive tool for teacher wellbeing.
The pilot phase with Martyn Reah and Teacher5aday was launched at the end of 2020, so I thought it would be useful to share my experiences – and my own journey of using the Diary Toolkit – here.
Here’s a brief overview of the project. This is taken from a section I’ve written for Jamie Thom’s forthcoming book on supporting teachers experiencing anxiety. (more…)
In this blog, three academics from the University of Bristol share their experiences of civic engagement in 2020, outlining their perspectives on what went well, barriers they faced and their hopes for the future.
The need for universities to interact and work alongside their local communities has been underlined more so than ever in 2020. (more…)
Innovation or Inequality? Blog by Laura Gemmell, FARSCOPE PhD Student, University of Bristol
I love giving talks on payments technology (it was part of my job for over four years after all). I take one of my cards out (usually a Monzo or Starling due to the jazzy colours):
“Do you know how many generations of payments innovation are on these cards?”
Embossed card number (this is how the numbers are usually raised, in case civilisations collapse and shops need to return to tracing these with emboss machines. I’ve always thought this seemed silly, but 2020 has taught me anything could happen…)
Magstripe (these are still used in other countries, including the USA)
CHIP (for your CHIP and PIN transactions)
CVC (the card verification number, sometimes called CVV or CV2 – this is the 3 or 4 digit number usually on the back of your card which you type in when online shopping. It’s purpose is to make online shopping more secure)
Contactless (we can now pay using our phones using this technology).
Blog post by School of Education international student, Ahanah Bhatnagar.
Over this summer, Bristol University ran its first Widening Participation Research Summer Internship. Due to the ongoing Covid-19 pandemic, the internship transitioned to run virtually, which suited me perfectly well as I was based at my residence in Hong Kong. My research project was a qualitative pilot study, where I was assigned as a research associate to Dr Lucy Wenham as she is the School of Education Widening Participation Officer and this was the first WP intern in the School of Education. (more…)
Blog post by Ugbaad Aidid and Robin Shields, School of Education, University of Bristol.
The brutal killing of George Floyd drew the world’s attention to the ways in which structural racist violence operates on a daily basis, but the tragic death of Shukri Abdi has gained comparatively little attention.
Twelve-year old Shukri, a Somali refugee who moved to the UK in 2017, drowned after she was forced to enter river waters by other students, who threatened to kill her if she did not. Her case highlights the social exclusion and racism faced by many Somali students across the United Kingdom. (more…)
Greetings from my local café in Bristol, which I can now frequent to have a change of scene. The music is a little too loud, and I am slightly distracted by 3 ladies at the next table (over 2 metres away) discussing mortgages, but it is an otherwise pleasant environment in which to write a blog post.
A couple of weeks ago, we finished our rollercoaster year here at the Bristol University School of Education where I work as subject coordinator on the MFL PGCE course. We celebrated with our student teachers via a Zoom meeting with quizzes, films and awards. I the won prize for the worst Spanish accent – always good to be reminded of one’s weaknesses. Like many of you in education, we are now embarking on planning an autumn term programme amidst ongoing uncertainty. (more…)
By Kat Smith Justyna Bandola Nasar Meer Ellen Stewart and Richard Watermeyer
Our new book, The Impact Agenda: Controversies, Consequences and Challenges, examines UK efforts to incentivise and measure research impact via REF2021 and research funding. It’s a strange time for a book to come out and we did think twice about promoting it. However, the COVID-19 pandemic is a startling reminder of both how important (how ‘impactful’) research can be, and also how vexed the relationship between research and policy decisions often is.