Transforming the Ivory Tower: critical reflections of resistance from the front line

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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… Read more »

Tackling educational inequality

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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… Read more »

What is school science for?

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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… Read more »

EAL departments as centres of expertise

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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… Read more »

Europe: educators across the continent have always worked together | 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… Read more »

Thinking allowed: teachers must reclaim their moral purpose | IOE LONDON BLOG

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By David Lambert Teachers, generally speaking, work incredibly hard. They work under highly controlled and high stakes conditions, and very publicly. So how do teachers feel about their work? Is teaching a confident profession? I believe that the profession, at least in secondary schools, may have collectively lost the plot in terms of its core… Read more »

Making History: new journal will raise the level of debate on national identity, culture and the canon | IOE LONDON BLOG

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By Arthur Chapman, Hilary Cooper and Jon Nichol At a time of growing polarisation among politicians and the public, when people are increasingly entrenched in their views, and with nationalism on the rise – history is surely one of the most crucial subjects in the curriculum. That is why a new journal launched this week… Read more »