All Outputs (341)

If racism vanished for a day: Towards a kinder, anti-racist society (2024)
Journal Article

In this article the RESPECT team (Racialised Experiences Project: Education, Children and Trust) give an overview of their research about the impact of racism on the mental health and well being of primary school children, and share some examples of... Read More about If racism vanished for a day: Towards a kinder, anti-racist society.

Exploring the experiences of sexual violence/abuse survivors attending a recovery group: A qualitative study of recovery and evaluation implications (2023)
Journal Article

Sexual violence/abuse (SV/A) is increasingly recognized requiring improved, evidence-based treatments. Delivery of group-based support in survivor services is common but often lacks evaluation. This qualitative study explored how survivors experience... Read More about Exploring the experiences of sexual violence/abuse survivors attending a recovery group: A qualitative study of recovery and evaluation implications.

Teaching hidden climate threats: drought in the UK (2023)
Journal Article

Winning the GA’s silver publishing award in 2020 for their e-book and associated teacher notes, the team behind the resource creation reflect on the impact of their work and the importance of climate discussions in the primary classroom.

Over the... Read More about Teaching hidden climate threats: drought in the UK.

Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’ (2023)
Journal Article

This paper explores teacher enactment of the UNCRC Article 12, a child’s right to participate and give their view within the context of Welsh early years settings (children aged 3-7). A rights-based perspective is adopted in which children are positi... Read More about Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’.

The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to COVID-19 (2023)
Journal Article

This paper offers a new child-centred methodology that explores children's visions of their futures, encourages self-reflection and depth and shares children's voices with peers and researchers, as unbrokered as possible. This final stage of a longit... Read More about The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to COVID-19.

Let's talk significant people in chemistry (2023)
Journal Article

In this article Ross and Verity consider how we can bring significant scientists to life in our teaching and learning.

Gaining knowledge about the amazing work of people in Chemistry is a great way to get children engaged and enthusiastic about th... Read More about Let's talk significant people in chemistry.

Young people, climate change and fast fashion futures (2023)
Journal Article

Young people are key stakeholders in the future, but their stake is rarely considered in decision making and policy development. In this paper we explore how climate change education can allow the voices of young people to be listened to and help you... Read More about Young people, climate change and fast fashion futures.

The poetry of SDGs (2023)
Journal Article

Student teachers from UWE, Bristol spent 3 days supporting pupils in the exploration of the Sustainable Development Goals (SDGs). Here they share how teaching about the SDGs during National Poetry Week both engaged and enabled important learning.... Read More about The poetry of SDGs.

Learning from children’s experiences of lockdown: Talking about invisible threats (2023)
Journal Article

In this article, the Voices in a Pandemic: Children’s Lockdown Experiences Applied to Recovery (VIP- CLEAR) team talk about the research they have undertaken in schools during the COVID-19 pandemic and how the voices of children need to be listened t... Read More about Learning from children’s experiences of lockdown: Talking about invisible threats.

Motivation, markets and meaning: Perceptions of higher education in students at élite and local universities in England and Cuba (2023)
Journal Article

This article reports research exploring students’ perceptions of higher education in traditional and local universities in England and Cuba. The study has explored parallels identified in the course of research-informed teaching that harvested qualit... Read More about Motivation, markets and meaning: Perceptions of higher education in students at élite and local universities in England and Cuba.

The poetry of SDGs (2023)
Journal Article

In April 2022, the government released their strategy for the education and children’s services systems relating to sustainability and climate change. The first of the strategic aims in this document was that the UK achieve excellence in education an... Read More about The poetry of SDGs.

Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education (2023)
Journal Article

The editors approached the 40th anniversary of the International Journal of Lifelong Education as an opportunity to consider the field by exploring how a corpus of 1462 articles (the first 40 volumes of the journal) questioned and shaped the field. A... Read More about Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education.

Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement (2022)
Journal Article

Identifying approaches to enable traditionally ‘hard to reach’ children and families engage with book choice, book sharing and reading, has been an area for research and development for some years. Ensuring families have access to books is an essenti... Read More about Somali 'influencers' in and beyond a school community using funds of knowledge to influence family and children's reading engagement.

Climate change and sustainability education in India and the place for arts-based practice: Reflections from East Kolkata Wetlands (2022)
Journal Article

In 2019 India was ranked seventh most affected nation by climate change, yet 65 per cent of the Indian population had not heard of climate change. India’s revised National Education Policy mentions climate change and environmental issues as part of i... Read More about Climate change and sustainability education in India and the place for arts-based practice: Reflections from East Kolkata Wetlands.

Lifelong education research over 40 years: Insights from the International journal of lifelong education (2022)
Journal Article

With this special issue of the International Journal of Lifelong Education, we complete a two-year celebration and critical examination of the field of adult lifelong education, prompted by the journal’s fortieth anniversary. In this editorial we pro... Read More about Lifelong education research over 40 years: Insights from the International journal of lifelong education.

“It’s important to think of Pepper as a teaching aid or resource external to the classroom”: A social robot in a school for autistic children (2022)
Journal Article

For a period of 3 weeks in June 2021, we embedded a social robot (Softbank Pepper) in a Special Educational Needs (SEN) school for autistic children. The robot’s behaviours and integration into the school were co-designed with the children and teache... Read More about “It’s important to think of Pepper as a teaching aid or resource external to the classroom”: A social robot in a school for autistic children.

Why children need to read about plants at a time of climate change (2022)
Journal Article

We begin developing our relationship with and for Nature during childhood, and over the last 20 years research has advanced our understanding of human relationships with Nature. However, a focus on human-animal relationships dominates environmental u... Read More about Why children need to read about plants at a time of climate change.

Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education (2022)
Journal Article

During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging lit... Read More about Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education.

Making spaces for collaborative action and learning: Reflections on teacher-led decolonising initiatives from a professional learning network in England (2022)
Journal Article

This article draws on the experiences of teachers and teacher educators within the “Bristol Decolonising Network”, an informal professional learning network based in South West England, to share examples of teacher-led decolonising/antiracist initiat... Read More about Making spaces for collaborative action and learning: Reflections on teacher-led decolonising initiatives from a professional learning network in England.

Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach (2022)
Journal Article

This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and t... Read More about Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach.