Category: Research

Where was the colonial history in our education?

Posted on by School of Education University of Bristol

Reflections after an EdJAM dialogue between UK and Pakistan university students. Blog by Kerry Parsons, BSc Education Studies, School of Education.

Why is my knowledge limited about the colonial past, the violence and the colonial structural legacies that still exist today?

I am a mature student in Education Studies at the School of Education, University of Bristol. One of my second-year units, ‘Education Viewed from the Global South’, has broadened my understanding of the continued colonial structures through past and present education. Knowledge hierarchies and dominant narratives have been a prominent discussion in this unit. Each weekly topic focused on a different southern scholar from across the global south and we were encouraged to critically discuss the varied educational theories and lived experiences of colonialism. (more…)

Implicit Bias Training – What is it good for? Absolutely Nothing?

Posted on by School of Education University of Bristol

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…)

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

Posted on by School of Education University of Bristol

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.

(more…)

How does anxiety impact exam performance in adolescence?

Posted on by School of Education University of Bristol

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…)

STEM Education and development of engineering identity

Posted on by School of Education University of Bristol

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…)

No education, no protection

Posted on by School of Education University of Bristol

Blog post No protection, no education by Leanne CameronBlog 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…)

Introducing the ‘Reimagining the Diary’ Project

Posted on by School of Education University of Bristol

Someone writing in a diaryHello! 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…)

Fintech + Inequality, and the need for education

Posted on by School of Education University of Bristol

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?”

It’s five:

  • 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).

(more…)

My Experience doing a Research Internship in the SoE

Posted on by School of Education University of Bristol
Ahanah Bhatnagar

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…)