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Following the merger of UCL IOE Press with UCL Press on 1 January 2019, this website will be discontinued on 10th December 2021. We would like to thank UCL IOE Press customers, and look forward to sharing open access books and journals with you at UCL Press!

For individual customers:  Individual customers can order all in-print titles from Amazon, and all other good on-line and offline retailers. Ebooks will continue to be available via  If you have an enquiry about an outstanding order, returns or other related issue, please email 

For booksellers: please continue to order books from Central Books or your local distributor. UK and Irish booksellers, wholesalers and suppliers can contact Compass IPS by emailing For all other queries, please email

Current authors: All enquiries about current IOE Press titles should be directed to Pat Gordon-Smith, Commissioning editor by emailing For all other queries, please email

Posted by & filed under Author blogs, New books.

By Jan Etienne 

Support networks for black women in higher education makes perfect sense, yet we have been meeting together for decades with no signs of significant improvements to our educational lives. Today, however, there is a growing shift in the way that black women in Higher Education are responding to the demands from black activist sisters working on the front line of fighting social injustice.

Communities of Activism shows how black women educators are actively working together with activists outside higher education institutions, working as ‘insiders’ and ‘outsiders.’ In new joined-up thinking, black women are enriching their lives and at the same time securing solutions to meeting the needs of black communities.

For those of us working inside the academy, our role in improving black attainment levels matters greatly and the connections we make between these important considerations and police brutality towards black bodies are undeniable and horrifying.

Who hears the pleas of the black activist educator sister and teaching assistant working to expose the merciless rapes and killings of black women during Covid 19 lockdowns in South Africa?  Who hears the yearnings of the black postgraduate grandmother who boldly challenges the weaknesses in voluntary sector strategies by promoting new ways to tackle knife crime among black youth?

As global tensions heighten in Black Lives Matter protests provoked by the killing of George Floyd, where do the contemplations of the black female senior university lecturer go, as she confronts racism in today’s police diversity training?

When the British education system is, as ever, disproportionately failing black boys, who blames the single black mother and student of Criminology,  when she decides to seek alternative early years education for her child? In our intergenerational conversations we ask: What can a young black female graduate, youth worker and blogger tell us about the creation of drill music and the misrepresentation of the anger in the lyrics?

Such are the deliberations and reflections of black women educators, researchers, and community activists at an urgent time in the history of black lives. Today, we black women are bolder and stronger in our collaborative efforts with our activist sisters in our search of sustaining strategies that deliver effective communities of activism. We are demanding change and pushing boundaries in both our insider and outsider activist roles.

However, conducting critical black feminist research matters greatly, and we are strongly grounded in our commitment to black feminist epistemology and strive to expose the usefulness of Womanist evidence-based research so our voices will be heard.

‘We are aware that maintaining the invisibility of we black women and our ideas in not only the United States but in Africa, the Caribbean, South America, Europe and wherever black women live, has been critical in ensuring that social inequalities are maintained (Collins: 2000).

Black women in higher education are bringing new energy to activist work. We feel liberated as we come together to reclaim our sisterhood now that black people, and black youth in particular, are under siege. Our energy comes from a united and determined effort to withdraw from agonizing over discrimination and take charge of our destiny. We demand a new conversation about black lives and black academic success. As black women, we reject the derisory measures we are generally offered, disguised as significant steps towards progress. Such measures include the forums that inappropriately speak in our name but ignore our contributions when they are most needed. Activist sisters, both black and white, are collaborating with us and confronting the demons of structural racism that haunt every aspect of our social, economic and educational lives and impede our work in inspiring a new generation. In fostering a Womanist approach to education and learning, we are resolute in our pursuit of new opportunities for collaboration.

Mirza and Gunaratnam (2014: 3) assert that black women activists have long drawn on their collective social and cultural knowledge to form strategic spaces of radical opposition and struggle for new forms of gendered citizenship in their communities. Coalitions have been, and continue to be, vital for black British feminist activism to thrive.

As black women in the various activist roles and educational spaces we occupy, we have never felt a more urgent pressure to represent. In this volume we share experiences of pain and suffering – of invisibility – but also of solidarity, challenge and success. We reveal the strategies that have enriched our lives as we find ways to support one another and have our say on initiatives to empower our community. Our desire for separate spaces of thought where we recover ourselves (hooks, 1990), is even more relevant today.

As well as navigating structural racism inside the academy in times of horrifying attacks on black lives, our determination to shatter glass ceilings and work alongside our activist sisters has never been stronger. In our insider roles, we are focusing our teaching, research and strategies to decolonise the curriculum.

Collaborative teams of activist sisters continue to rise in new and exciting social media platforms.

Black women are collaborating across the African diaspora and confronting change globally. We are listening to our activist sisters worldwide and together we become stronger. There are positive ways forward in a collective struggle for lasting change which now appear to be getting close at last.

Dr Jan Etienne is Honorary Research Fellow and Chair of the Womanism, Activism Higher Education Research Network At Birkbeck, University of London.

More by this author: Learning in Womanist Ways: Narratives of first-generation African Caribbean women  (2016)


Charles, E (2019) Decolonising the Curriculum, Insights 32 (1)

Collins, P.H (1990) Black Feminist Thought: Knowledge, consciousness, and the politics of empowerment. Boston: Unwin Hyman.

hooks, b. (1990) ‘Choosing the margin as a space of radical openness’. In hooks, b. Yearning: Race, Gender, and Cultural Politics. Toronto: Between the Lines.

Mirza, H.S. and Gunaratnam, Y. (2014) ‘“The branch on which I sit”: Reflections on black British feminism’. Feminist Review, 108, 125–33.

Patterson, A. (2016) Black Feminist Thought as Methodology: Examining Intergenerational Lived Experiences of Black Women, Departures in Critical Qualitative Research, University of California Press

Richardson, A.(2019) ‘Dismantling respectability:  The rise of new womanist communication models in the era of black lives matter (2019) Journal of Communication. Vol 69 (2)

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By Deborah Gabriel

We are living in unprecedented times at a juncture in history when the world is focused on the persistence of racism and White privilege, illuminated by the disproportionate impact of Covid-19 on Black and Brown people, and the public killing of George Floyd in the US by a White police officer, sparking global protests.

Activism in the name of Black Lives Matter has recently been the focus of intense media coverage, though much of this has been centred on the highly visible protests such as marches, demonstrations and the toppling of statues around the world.

Behind the scenes, routine, strategic and labour-intensive work that does not make the headlines has been undertaken — in homes, churches, community centres, public and private sector organisations and in academia – by Black and Brown women while they simultaneously deal with everyday raced and gendered discrimination, as highlighted in Inside the Ivory Tower.

That volume gives voice to and critically analyses the experiences of women of colour through 10 autoethnographic chapters where whiteness and White privilege emerge as the common denominator.

This research is borne of and represents the intellectual, social, and cultural capital of the Black British Academics community.  Though careful to emphasise how we thrive, not just survive, as a collective, I felt there was a danger of women of colour being viewed as passive recipients of raced and gendered discrimination rather than as the active agents of change that we are.

We therefore decided after several meetings to develop a second volume, to share case studies of our everyday resistance to racism in academia from the front line. These timely, analytical reflections from a Black feminist and critical race standpoint demonstrate that we are not victims.

Like our predecessors in the ongoing struggle for racial equality – from slaves who revolted, to the Black Power Movement, Civil Rights Movement, and our contemporaries such as Black Lives Matter; we build on these foundations, developing innovative, creative and community-oriented approaches to effect social transformation, punching above our weight and our assigned roles within our institutions.

Transforming the Ivory Tower also aims to show Black and Brown women in or aspiring to academic roles, how to navigate spaces that often marginalise, under-value and fail to reward our contributions, and how to work towards a social justice agenda while swimming against the tide.

The critical reflections on the impact of undertaking this collective research shared by the contributors to this volume demonstrate the empowerment derived from the research process. This is important, since too often within the HE sector, there is a narrow focus on the outcomes of research measured by Key Performance Indicators rather than its value to marginalised, communities.

The Ivory Tower project is, of necessity a political mission and one that emphasises the importance of transforming ourselves in the process of driving change in our institutional academic roles. In so doing, we maintain the tradition of Black feminism to provide inspiration, sisterhood and solidarity for those who follow in our footsteps.

Deborah Gabriel is Academic/Consultant in race, media and educational equity and Founder of Black British Academics.

More by this author: BLOG: Addressing anti-Black, gendered racism requires critical leaders.

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By Feyisa Demie

The questions, ‘What does the empirical evidence tell us about the achievement gap?’ and ‘What is proven good practice for closing the gap in educational inequality?’, are the subject of much discussion and interest. A well-established body of research evidence shows that inequality in educational outcomes has grown for some groups over the last three decades in England and that a large number of children are underachieving at school (Hutchinson et al., 2019; Gorard, 2018; Demie & Mclean, 2016; Cassen, McNally, & Vignoles, 2015; Clifton & Cook, 2012). There is a longstanding achievement gap in England particularly associated with socioeconomic status. Policymakers and schools need more evidence on what works in schools, yet our review of literature found little research about what constitutes good practice (Demie & Mclean, 2016). I would argue there is a failure in previous research to provide practical solutions and ‘what works’ evidence for teachers and policymakers to use to address inequality and to develop strategies to close the achievement gap in areas of challenging circumstance (Demie & Mclean, 2016).

My recent research publication, Educational Inequality, argues that inequality in education matters, and aims to provide evidence of good practice in schools that are closing the achievement gap (Demie, 2019). Drawing on key stage 2 (KS2) data at the end of primary and general certificate of secondary education (GCSE) data, 14 case study schools, focus groups and interviews with headteachers, teachers, school staff, policymakers, parents, pupils and governors, it charts the road to improvement and to tackling inequality in education over the last 20 years. The evidence from my longitudinal studies conveys how schools in one diverse and disadvantaged inner-city local authority have raised children’s attainment to levels that far surpass the national average at both KS2 and GCSE level through effective use of outstanding headteachers, high-quality teaching, effective targeted support through intervention strategies such as small-group additional support, one-to-one tuition, feedback, booster classes, enrichment activities and early intervention.

These approaches have a positive impact on the achievement of all groups of pupils. However, the research findings also identified additional success factors that are particularly critical for ethnic-minority students and bilingual students with English as an additional language (EAL). I would argue that schools that are effective in one respect tend to be effective in others, although the factors that lead to successful outcomes may differ. In the case of ethnic-minority and EAL pupils the studies suggest, in addition to the above common success factors, the importance of a number of other factors that were found to raise the achievement specifically of ethnic-minority and bilingual children including engaging parents in school, celebrating cultural diversity and using an innovative curriculum which reflects and meets the needs of the community. What is special about the case study schools is that headteachers make deliberate efforts to recruit a multi-ethnic workforce, often from the community the school serves. Staff members are able to speak many of the community languages. As a result, children feel that they can relate to staff from their own cultural background, so they feel well supported and motivated. Overall the improvement made by students in the case study schools is exceptional by all measures, and central government, local authorities, school governing bodies and school leaders can learn from it.


Cassen, R., & Kingdon, G. (2007). Tackling low educational achievement. York: Joseph Rowntree Foundation.

Cassen, R., McNally, S., & Vignoles, A. (2015). Making a difference in education: What the evidence says. London: Routledge.

Clifton, J., & Cook, W. (2012). A long division: Closing the attainment gap in England’s secondary schools. London: Institute for Public Policy Research. Retrieved from

Demie, F. (2019). Educational Inequality: Closing the gap. London: UCL IOE Press.

Demie, F., & McLean, C. (2016). Tackling disadvantage: What works in narrowing the achievement gap in schools. Review of Education3(2):138–174.

Gorard, S. (2018). Education Policy: Evidence of equity and effectiveness. Bristol: Policy Press.

Hutchinson, J., Bonetti, S., Crenna-Jennings, W., & Akhal, A. (2019). Education in England: Annual Report 2019. London: Education Policy Institute.


Published on the BERA blog on 10/10/2019. For all the BERA blogs, upcoming events on every aspect of educational research and how to submit a blog visit

Posted by & filed under Author blogs, New books.

By David Scott 

There is likely to be a general election soon, and this calls for a manifesto or set of policy prescriptions that are opposed to neoliberal institutions, frameworks and ideologies. In addition, any manifesto needs to be inclusive of all the key areas of policy in the UK: health, the economy, work, housing, nationalisms/internationalisms/identities, education, welfare, taxation, gender/sexual/ethnic relations, and protecting the environment, and not just education. Neoliberal education frameworks are in the ascendancy. Governments around the world, with a few notable exceptions, have reached a consensus about the nature of the school curriculum, learning approaches and assessment practices. This consensus now operates at all levels of education systems, and can be expressed in terms of a number of propositions:

  • there is and should be a clear demarcation between curricula and pedagogy
  • the boundaries between knowledge domains, and between school knowledge and everyday knowledge, are not arbitrary and need to be strengthened and maintained
  • school subjects should not be integrated
  • facilitative rather than directive pedagogies should not be encouraged
  • the teacher is required to impart this body of knowledge in the most effective way, and thus their brief cannot concern itself with the ends to which education is directed, only the means for its efficient delivery
  • the school’s role is to deliver a public service that meets the targets set for it by governments and education systems.

Current assessment, evidence and curriculum policies reflect this. (It is perhaps appropriate here to point to the real question that should come to mind when we are dealing with a notion of evidence – What is evidence? – rather than the frequently asked question, What is the evidence for this or that proposition?). An extremely important aspect of assessment is its increasing internationalisation, exemplified by large-scale cross-national assessment studies such as the Programme for International Student Assessment (PISA). Despite the significant evidence concerning flaws in international comparisons of student achievement, the power of the simple messages that can be and are derived from them about relative national success in a world of increasing global competition has acted to reinforce the prevailing domination of neoliberal ideologies. The point is that these regressive educational policies and neoliberal rationales need to be counteracted at both policy and framework levels.

‘This agenda is leftwing, liberal and counter-reactionary.’

This agenda is leftwing, liberal and counter-reactionary. Notions of ‘left’ and ‘right’ originated in the French Revolution of 1789, during which members of the national assembly separated themselves into two factions: those who supported the king sat to the president’s right, and those who supported the revolution sat to his left. Generally, a leftwing agenda is characterised by ideas such as equality, fraternity, progress, reform and internationalism, whereas a rightwing agenda is characterised by notions of hierarchy, order, duty, tradition and nationalism. However, these are crude delineations and demarcations, and in many cases do not reflect the views of members of these factions. Furthermore, what should constitute policy and practice under the guise of each of these factions is disputed. The claim that I am making here is that the directional force for determining the contents of a leftwing political agenda must be some notion of equality, or at least the expression of a move towards a notion of equality. Equality can take three forms: equality of goods, equality of opportunity and equality of basic capabilities. All three of these are essential components of an equalities agenda.

There is also a need to surface and bring to the attention of the voting public those values that underpin a leftwing, liberal or counter-reactionary agenda. This agenda sets itself against five individualistic notions about human beings: self-interest, bureaucratic imperatives, libertarian impulses, non-reflection (one could also argue that this is counter-educational) and normativity. These value frameworks need to be replaced with some notion of ubuntu. Desmond Tutu (2000) defined ubuntu as referring to ‘gentleness, to compassion, to hospitality, to openness to others, to vulnerability, to be available to others and to know that you are bound up with them in a bundle’. These values have to be converted into policy commitments. The key, then, is to accept that these values are central to understanding how we live and how we should live, and this valuing goes all the way down – into our descriptions of the world, into those attempts we make at creating better futures, and into our relations with other people. We therefore need to work at how we do and can understand the world as it is and as we would want it to be.


Tutu, D. (2000). No Future without Forgiveness. London: Rider.

All the ideas expressed here are discussed in greater detail in a newly published book by David Scott: Scott, D. (Ed.) (2019). Manifestos, Policies and Practices: An Equalities Agenda. London: University College London, Institute of Education Press. 

Published on the BERA blog on 20/09/2019. For all the BERA blogs, upcoming events on every aspect of educational research and how to submit a blog visit

Posted by & filed under Author blogs, New books.

By Edgar Jenkins

Science is now being taught to more pupils than at any time in history. This has come about in part because governments across the world have acknowledged the importance of science and technology to economic wellbeing and prosperity. It also owes something to the need to educate a population that is scientifically literate and can engage with a range of science-related issues, ranging from health, global warming and the environment to nuclear power, genetic counselling and safety at work.

The implications for school science teaching seem clear. Schools are to help safeguard the future supply of those with scientific qualifications while ensuring that all pupils receive an education that will prepare them for the world in which they will eventually live and work. What is less clear, however, is how to translate these goals into practical curricula.

One response, common to many countries, has been to give pupils an insight into how scientific knowledge is generated by involving them in practical investigations in a school laboratory. Such an approach has come to the fore at different times and, in essence, has sought to teach pupils how to think scientifically. It was fundamental to Henry Armstrong’s heurism (Brock, 1973), to the global science curriculum development movement of the mid-20th century (DeBoer, 1991), and to more recent initiatives designed to help pupils understand the nature of scientific processes and methods. It has also been supported by different learning theories, from faculty psychology and discovery learning to constructivism.

This approach presents several problems. Scientific thinking, as distinct from rational thinking, is appropriate only when dealing with scientific problems. These are not the sort of problems that most adults encounter, and there is a risk of emphasising scientific processes at the expense of scientific knowledge. More fundamentally, the work of historians, sociologists and philosophers has shown that such an approach reflects a simplistic and unsustainable view of how scientific knowledge is established and validated.

A different approach to curriculum construction starts not with science itself but with the everyday concerns, interests and experiences of pupils. This ‘science of common things’ has often underpinned the education of those judged unlikely to pursue a science-related career, many of whom have attended schools intended for a different section of society from most of those receiving an academic education (Layton, 1973).

The General Science movement of the interwar years was a laudable but ultimately unsuccessful attempt to ‘bring science into the homes of the people’ and to offer a science curriculum that was not designed with reference to the needs of future scientists or engineers. This approach also has limitations. Constructing a science curriculum on the basis of pupils’ interests may do little or nothing to enlarge their horizons, although it underpins the concept of urban science education directed towards equity, social justice and the development of a sense of place among the disadvantaged in society (Barton, 2003). However, devising or adopting a science curriculum to meet the needs of different social groups or communities within pluralistic societies is a conundrum.

Whatever approach is being considered must answer the fundamental question, ‘What is school science for? Studies show that the answer is socially, politically and historically contingent. In England, enthusiasm for teaching ‘scientific method’ declined as experience of the first world war highlighted the ignorance of elementary scientific knowledge among government ministers and army officers and their men. It returned to favour a generation later when the cold war emphasised the need to greatly increase the numbers of qualified scientific personnel. ‘Working scientifically’ underpins England’s national curriculum and, differently worded, can be found in curriculum statements in many other countries. The scientific education of girls has been, and remains, susceptible to changed assumptions about the role of women in society. Personal and professional factors may also be involved: some primary school teachers were reluctant to accommodate science in the curriculum because they saw it as incompatible with the progressive pedagogy that sustained their professional expertise. Others welcomed it because scientific investigation could be readily allied with a discovery approach to learning (Jenkins, 2019).

Understanding how and why the school science curriculum changes is of more than academic interest. It can shed light on the role of individuals and institutions in effecting, or hindering, reform, and help inform and shape contemporary initiatives or minimise the risk of error. It is regrettable, therefore, that curriculum history is no longer a focus of research attention.

Edgar Jenkins has just published a book called Science for All: The struggle to establish school science in England (Trentham Books, February 2019). It ‘offers a thoroughly researched account of the long battle to establish school science in England, and addresses the underlying question of what school science is for, and reveals when, how and why the answer to that question has changed’.


Barton, A. C. (2003). Teaching science for social justice. New York: Teachers College Press.

Brock, W. H. (Ed.). H. E. Armstrong and the Teaching of Science 1880-1930 Cambridge: Cambridge University Press.

DeBoer, G. E. (1991) A History of Ideas in Science Education: Implications for Practice. New York: Teachers College Press.

Jenkins, E. (2019). Science for All: The struggle to establish school science in England. London: Trentham Books.

Layton, D. (1973) Science for the People: The origins of the school science curriculum in England. London: Allen and Unwin.

Edgar Jenkins taught chemistry in schools before joining the University of Leeds, where he became head of the School of Education, director of the Centre for Studies in Science and Mathematics Education, and professor of science education policy. He has served on several national and international committees and organisations concerned with school science, and was editor of the research review journal Studies in Science Education. His publications reflect a longstanding interest in the educational function of science in a variety of social and historical contexts: they include From Armstrong to Nuffield (1979) and (with B. J. Swinnerton) Junior School Science in England and Wales since 1900 (1998).

‘Published on the BERA blog on 18/03/2019. For all the BERA blogs, upcoming events on every aspect of educational research and how to submit a blog visit

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By Don Rowe and Anne Watson

Writings about faith and education tend to fall into particular longstanding debates about: the teaching of religious education in schools; the act (or not) of assembly; the use of religious texts in lessons and around the school; the roles of faith-specific schools in society and their practices; the nature of truth in science, and similar themes (see for example Copley, 2008). There is, however, a dimension of faith and education that is almost entirely missing, and that is the faith-orientated beliefs of those who work in education, and how these are enacted in, and impact on, their work (for a rare example, see Palmer, 1998; see also Rowe & Watson, 2018).

Yet many young people enter teaching because their faith leads them to want to ‘give back’, or because they want to help young people to develop in a holistic, not merely intellectual, way, or because they have a faith-based view of society that attaches great importance to values such as care, justice, truth and integrity in public service. These reasons for entering teaching are not confined to those who have a religious faith, of course, but apply also to young adults for whom the same human values are important lodestones.

Social media and teacher-facing publications frequently include stories of people who have left the profession, or stayed in education but left the classroom, because the way in which they were expected to do the job clashed with their principles and preferred ways of working to such an extent that they were unable to continue (see Murrer, 2018; Buchanan, 2018). In the recent past, we have heard from a young teacher who was forbidden to put up wall displays because her teaching room was also hired out for conferences; a teacher who was told to prepare all her lessons for the year ahead, before even meeting those she was to teach; a teacher who was put into competence procedures for not conforming to paperwork norms while students (many from other teachers) flocked to her classroom for extra help during lunch time; we could go on. The practice of teaching is inescapably values-rich and schools are prime sites of value conflict – certainly between teachers and parents (Stengel & Tom, 2006), but also between teachers themselves and the school authorities.

Quakers are one example of a faith group which has a long history of involvement with education – from the seventeenth century, originally with schools for girls as well as boys (O’Donnell, 2013).Currently few Quakers attend or teach in the independent schools that are historically Quaker; most Quakers who work in education do so in the state-maintained system. In recent years, the Quaker Values in Education group ( has heard many stories from individuals whose work in education is difficult to sustain because what schools expect them to do, as well as the workload issues that impact one everyone, is beyond what they feel is right, just and caring.  This is not only true for Quaker teachers of course (Bousted, 2016). In our meetings, time and again teachers have said, ‘this is not why I came into teaching’ when describing practices such as zero-tolerance regimes; frequent testing; prescriptive marking expectations, and many other imposed practices which make it hard for them to respond to individual children’s needs and difficulties in a life-enhancing way (Murrer, 2018).

And yet, schools are and always have been communities as well as knowledge factories, and no community exists without values (see for example Halstead & Taylor, 1996). Although official curriculum documents rarely mention values alongside all the other desirable learning outcomes, there is abundant evidence, including in our recent book (Rowe & Watson, 2018) that teachers place huge importance on embedding values in the curriculum as well as throughout the ethos of the school.

We therefore set out to collect essays from Quakers who work, or have worked, in the state system. We have found ways to work and think about education while maintaining integrity – that is, while basing one’s work soundly in the Quaker testimonies to truth, equality and justice. The result is a collection of papers, mainly grounded in practice, that are critical and visionary about education and schools, but based in real experience so that the accounts do not describe, ‘this is what I wish it was like’ but rather, ‘this is what it is like, or has been like, or can be like, somewhere’.

The result is Faith and experience in education: Essays from Quaker perspectives edited by Don Rowe and Anne Watson, published by Trentham Books at UCL IOE Press in May 2018.


Bousted, M. (2016, April 19). Our children are being set up for failure, stress, disappointment and disaffection. Times Educational Supplement. Retrieved from

Buchanan, M. (2018, June 27). Happy pupils perform better in school and in life. Times Educational Supplement. Retrieved from

Copley, T. (2008). Teaching Religion: sixty years of religious education in England and Wales. Exeter: University of Exeter Press.

Halstead, J. M. & Taylor, M. J. (eds.) (1996). Values in education and education in values. London: Falmer Press.

Murrer, S. (2018, April 19). Emotional head resigns from education system. Milton Keynes Citizen.

O’Donnell, E. A. (2013). Quakers and education. In Angell S. W.& Dandelion P. (eds.) The Oxford Book of Quaker Studies. Oxford: Oxford University Press.

Palmer, P. J. (1998). The Courage to Each: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey Bass.

Rowe, D. & Watson, A. (2018). Faith and experience in education: Essays from Quaker Perspectives. London: UCL IOE Press.

Stengel, B. S. & Tom, A. R. (2006). Moral matters: Five ways to develop the moral life of schools. New York: Teachers College Press.

Don Rowe taught a range of subjects in secondary and middle schools for ten years. In 1984, he became director of the National Curriculum Council’s Law in Education project which pioneered law-related education for all upper-secondary students as an entitlement. He was involved in establishing the Citizenship Foundation, becoming its first director in 1989 and, subsequently, director of curriculum resources. He was very involved in the introduction of Citizenship Education into the curriculum in 2000. He also worked for many years as an international consultant specialising in education for democracy and human rights. He has published a range of teaching and training materials, plus a number of academic papers in citizenship and moral education. As a Quaker, he has a particular interest in education for peace, justice, values-based education and moral development, not merely within the curriculum but as a whole-school practice.

Anne Watson has two mathematics degrees and a DPhil in mathematics education. She taught mathematics in comprehensive schools serving some fractured communities, before moving into academic work, training secondary mathematics teachers and researching mathematics education. With a social justice agenda, she has focussed on how young adolescents can become empowered through inclusion in mathematics. While professor at the University of Oxford she worked internationally and nationally with teachers and teacher educators and, more recently, has developed a critical and informed position towards policy and curriculum matters in England. See for more information.

‘Published on the BERA blog on 22/02/2019. For all the BERA blogs, upcoming events on every aspect of educational research and how to submit a blog visit

Posted by & filed under Author blogs, New books.

By Sarah Porter

Last year, I was thrilled to be asked to contribute a chapter to the book ‘Second Language Learners in International Schools’ by Maurice Carder. The book, now published, presents a clear vision for the teaching of ESL / EAL students, and one key part of this model is the establishment of ESL departments as ‘centres of expertise’.

But what does this mean? Surely all academic departments should strive to be centres of expertise? However, for ESL departments this path can be trickier to follow. Many people, myself included, find themselves teaching ESL as a result of being the ‘trailing spouse’ because there is no room for them elsewhere in the school at that time. They then often end up moving quickly out of the ESL department when a vacancy becomes available in another department and the next candidate is moved in, thus perpetuating a vicious circle of inexperienced teachers who ‘do a bit of EAL’. However, will this ensure the best possible deal for our ESL students?

To become a centre of expertise, and thereby give ESL students the best possible education, we need to fill ESL departments with qualified staff who are committed to teaching ESL and who will stay. Fortunately for me, I fell in love with ESL teaching, have been in my school’s EAL department for five years now and am starting an MA in Applied Linguistics this year in order to be able to lead our department as best as I can. ESL departments as centres of expertise must be managed by a qualified ESL professional who is passionate about their subject and about delivering consistent and high-quality lessons. Our ESL students deserve nothing less, after all.

A further, major step is to ensure that as well as teaching English grammar and vocabulary, a content-based approach is taken whereby ESL students are taught academic language linked to the schemes of work they are following in their academic subjects. The ‘Second Language Learners’ book regularly discusses the difference between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive and Academic Language Proficiency); phrases coined by Jim Cummins in 2001. Bearing in mind that it takes between one and two years to achieve BICS (being able to chat to friends, for example) but up to seven years to achieve CALP (academic language competency), ESL teachers must ensure that they devote a significant amount of time to teaching academic vocabulary and helping students to use it confidently in a variety of contexts.

It can, however, be difficult to find and to build up a base of content-based resources that focus on the language rather than the content itself. When we compare this to the absolute wealth of ‘pure ESL’ resources that are available today, we can see why many ESL teachers may turn away from teaching content language. Departments staffed with professional, long-term ESL teachers are in a much better position to develop, maintain and teach a content-based scheme of work. It made it all worthwhile recently when a smiling Year 7 student arrived at his EAL lesson saying ‘We just learned the types of energy in Science, and I knew all the words already!’ All ESL students deserve to be instilled with confidence in academic language; as Janzen writes, ‘The academic uses of language as well as the meaning of individual words needs to be explicitly taught for students to…understand the material they encounter’ (Janzen, 2008: 1030, quoted in Scanlan and Lopez, 2012: #601).

It is all too common for ESL teachers to hear comments such as ‘She chats away to her friends in English with no problem, surely she’s ready to leave EAL lessons?’. By recognising the amount of time needed to attain academic competency, ESL teachers are in a much better position to fight against ‘premature exits’ of students from ESL. In many schools, Level B1 (PET) is seen as the exit point from ESL lessons. Too many times this can lead to students becoming disillusioned as they struggle to understand academic language or to use it to produce a piece of homework. An ESL centre of expertise with qualified staff would help students to remain in ESL lessons for the correct length of time, since the ESL staff will be in a position to give a clear argument in favour of this. The transition from Key Stage 3 to Key Stage 4 brings its own linguistic challenges, and exiting ESL too early could result in students achieving one or two (or, sadly, even more) grades below what they could have achieved at IGCSE.

It could be argued that the importance of having ESL departments as centres of expertise is even more important than for other departments, given the overarching nature of ESL in the whole school curriculum.

Sarah Porter is EAL Co-ordinator at the British School of Bucharest.

Second Language Learners in International Schools, by Maurice Carder with Patricia Mertin and Sarah Porter, published by Trentham Books, UCL IOE Press. Please visit the UCL IOE Press website to order paperback, eBook and inspection copies.

Source: EAL departments as centres of expertise | COBIS blog 

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By Arthur Chapman

Over the last year and a half or so, my colleagues and I in the UCL Institute of Education’s  Subject Specialism Research Group have been thinking together about schooling and about how children develop and build their knowledge. We have been doing this in collaboration with colleagues from research groups in Karlstad and Helsinki, drawing on differing curricular experiences and traditions of thinking about schools and schooling – work that began to bear fruit in the London Review of Education and that we continue this week through an open seminar at the Institute.

We are fortunate to be engaging in enquiries into subjects and knowing subjects at a time of curriculum innovation and renewal apparent, for example, in the Chartered College’s journal Impact and in Ofsted’s curriculum research. All of this is very encouraging – particularly in contrast with the enthusiasm for generic competencies and the breaking down of‘subject silos’ that was in vogue 10 years or so ago.

I worry about some contemporary messaging about curriculum, however: particularly messaging that makes too strong a distinction between ‘what’ is to be taught and learned and ‘how’ it is to be taught and learned, and messaging that models curriculum in terms of a contrast between substantive ‘bodies of knowledge’ and ‘skills’. Both are present, for example, in some of Ofsted’s recent training slides on curriculum.

These contrasts aim – and succeed no doubt – to do good work by, for example, drawing attention to the importance of a deep foundation of factual knowledge to reading comprehension and to the mastery of subject disciplines. If pushed too far, however, these messages may do as much harm as good – particularly as they become subject to processes of simplification that inevitably occur as messages are telegraphed through something as complex as the school system. There are at least two reasons for concern, I think.

First, subject disciplines are complex entities – not simply ‘bodies’ of knowledge. They have form as well as body. Knowing a subject discipline involves understanding questions as well as answers as well as understanding the kind of enquiry that a discipline represents and how it can be conducted. Crudely put, this involves understanding such things as the differing roles played by Bunsen burners and discursive prose in the sciences and in the humanities. It also involves – for example – understanding both knowledge and ideas about knowledge: understanding what ‘evidence’ is in history, the kinds of ‘proof’ that are possible when making knowledge-claims about the past and how one can establish such claims.

Too strong an emphasis on ‘bodies of knowledge’ may result in a neglect of disciplinary concepts and processes that are integral to making sense of information about the middle ages, about climate change, and so on. Focusing on disciplinary form only would be ill-advised – form without body is spectral; equally, however, body without form will, inevitably, fall apart.

It is useful, of course, to distinguish between what one wishes to teach and how this is to be taught and learned. The distinction is intuitively obvious but, ultimately, analytical – reality is messier than this. Coming to know history or maths or any other subject entails processes of reasoning – this ‘what’ can only emerge through particular kinds of ‘how’. Knowing that there was a ‘revolution’ in France – for example – means exploring forms of change and continuity present in a complex narrative of events and not simply knowing that ‘this happened’, then ‘this happened’ and then ‘this happened’.

It also entails binding together historical particulars (e.g. the Tennis Court Oath, the storming of the Bastille, the abolition of Feudalism, and so on) into a larger ‘whole’ (‘The French Revolution’). The subject matter that we want children to learn when they learn disciplines is integrated subject matter – not isolated items that stand alone but material linked through inferential bonds. What one is doing, when one learns it, is building a representation. This representation is not a picture or copy of something ‘out there’ but a web of mental connections forged through processes of reasoning and knowledge building. Whatever is possible analytically, in practice the connections cannot be separated from the process of making them.

Source: Enquiring minds: building a picture of how children learn to understand subjects | IOE LONDON BLOG


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By Hugh Starkey

While politicians and pundits tear themselves apart over the Brexit negotiations, it’s worth bearing in mind that European cooperation in education precedes UK membership of the European Union.

As the UK transitions to a new political and diplomatic relationship with Europe, the London Review of Education (LRE) is planning a special feature and has put out a call for papers that reflect on, celebrate and critically appraise ways in which education has evolved in the UK and in mainland Europe in response to opportunities offered by European cooperation.

The Council of Europe, which the UK played a leading role in founding in 1950, now includes 47 member-states. It promotes educational and cultural cooperation based on principles articulated in the European Convention on Human Rights and Fundamental Freedoms (ECHR), itself explicitly derived from the Universal Declaration of Human Rights (UDHR). The Council of Europe has influenced education policy and practice not only in Europe but across the world through programmes such as the Common European Framework for Languages and the Charter of Education for Democratic Citizenship / Human Rights Education.

As the demographics of Europe have evolved with the arrival of new citizens from former colonies and neighbouring states to provide essential labour and support, particularly for transport, health, social care and hospitality services, European ideals have been put under strain. A Council of Europe report identified eight specific risks to Council of Europe values: rising intolerance; rising support for xenophobic and populist parties; discrimination; the presence of a population virtually without rights; parallel societies; Islamic extremism; loss of democratic freedoms; and a possible clash between “religious freedom” and freedom of expression.

Alongside the Council of Europe, the single market economic bloc that became the European Union following the Maastricht Treaty of 1992 started to develop its own education policies. The Bologna process, initiated in 1999, aims to introduce a more comparable, compatible and coherent system for European higher education. Its focus on common standards for quality assurance has been highly influential in universities.

The EU has provided funding for research and curriculum development projects through its Comenius, Erasmus, Leonardo and Gruntvig programmes.  Activities included university and vocational student mobility and exchanges and cooperation between schools and teachers. These are ongoing in the Erasmus+ programme that provides opportunities to study, train, gain work experience or volunteer abroad and funds consortia or partnerships aimed at innovating and modernising teaching and youth work practices.

The European Commission also funds educational research currently through its Horizon 2020 programme and previously through its Framework programmes. The strategic framework for Education & Training 2020 (ET 2020) addresses the challenges in education and training systems and prioritises equity, social cohesion, and active citizenship; lifelong learning and mobility; open and innovative education and training, fully embracing the digital era.

Education and training in the digital era was also the agenda of the Global HR Forum, that I attended in Seoul this month, along with over 3000 mostly Korean participants. The Forum confirmed my view that citizenship education still remains essential in the era of the 4th Industrial Revolution. In my contribution I noted many indicators that neoconservative agendas have gone too far, quoting the recent intervention from the head of Ofsted, Amanda Spielman, that the inspection focus on testing and examinations had harmed schools in drawing attention away from the curriculum.

I proposed that in our globalising world education for cosmopolitan citizenship based on understandings of human rights and particularly the UN Convention on the Rights of the Child provides an agenda for schools based on children as citizens now rather than future citizens. I gave the example of the Rights Respecting Schools movement where 4000 schools in England are working out the implications of this. Another contributor, Pasi Sahlberg argued for greater emphasis on non-technological dimensions of education to provide a critical counterweight to a digital obsession that has led to current high levels of children’s mental illness.

European projects have often provided an impetus for innovations based on humane values. I hope this will form a significant strand in the LRE’s forthcoming special on European cooperation, and I look forward to reading your submissions.


Source: Europe: educators across the continent have always worked together | IOE LONDON BLOG