Blog post by Dr David Lewin, University of Strathclyde, and Dr Janet Orchard, School of Education, University of Bristol
We welcome the research report on Religious Education recently published by Ofsted, the inspectorate for schools in England led by Dr Richard Kueh, whose academic engagement with the subject is widely respected.
Kueh’s report has already inspired some interesting responses across the RE community, so we thought we should join the conversations. To be upfront about our own interests here, we are academics currently planning a research project called ‘After Religious Education’ in which we hope to explore many similar issues informed by the expertise of teachers, academics in Religious Studies, and academics in Education Studies. (more…)
Blog post by Salma Al Saifi, doctoral researcher at the School of Education, University of Bristol
The spread of the worldwide pandemic of Covid-19 with all the strict measures and restrictions applied to minimize its impact on people’s lives have posed a serious challenge to the conduct of my research project. For instance, conducting fieldwork such as interviews and classroom observations during such circumstances was problematic and challenging for me. (more…)
Blog post by Amanda Williams, Senior Lecturer in Social Psychology, School of Education
Although increasing population diversity presents many opportunities, it also introduces the challenge of prejudice and discrimination. Implicit bias training is frequently used to address workplace discrimination, but is this the best tool in our anti-oppression toolbox? (more…)
The UK government’s recent report on race, drawn up by the Commission on Ethnic and Racial Disparities, has been roundly criticised for its findings. Its primary claim, as chair Tony Sewell writes in the foreword, that the British system is no longer “deliberately rigged against ethnic minorities” has drawn particular ire.
With regards to education, specifically, the report argues that “if there is racial bias within schools or the teaching profession, it has limited effect”. Sewell’s credentials as an education consultant appear to give special credence to that position. The problem is that it flies in the face of four decades’ worth of research.
As a former science teacher, a university professor and UNESCO Chair in inclusive education – with expertise at local authority, national, European and global levels – I am well placed to unpick quite how flawed Sewell’s statement is. (more…)
Blog post by Lydia Titcombe, School of Education UG, Psychology in Education (BSc)
Many of us have experienced situations where we feel highly anxious. This can include physiological effects of sweaty palms and a racing heartbeat, which are adaptive responses to danger, and cognitive processes such as feeling worried and struggling to think clearly (Lowe and Lee, 2007; Stirling & Hellewell, 1999, p.80).
However, although useful when fighting an evolutionary threat, this is potentially problematic in the modern world where high-stress situations require quick thinking and concentration. (more…)
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…)
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.