Teacher: Lox, you can’t do that!Me: Why not?Teacher: Because I say so!Me: Right, this is the big problem. Grown ups still don’t get it. You went to school thirty years ago and you are just carrying on like those teachers you didn’t like back then, who told you what to learn and how to learn it. When they would sit you down in a classroom and force you to learn.Learning is something we choose to do. When a child goes to school they are hardly ever listened to and are not treated as equal beings. Children are not grown ups in waiting. They are just as important but learn things in a different order to you. Even if I can’t yet do my eight times table I can drum, dance and rap.So, what are you doing? Let’s change the playbook. That’s why we are all here, right?
{"title":"RETHINKING EDUCATION","authors":"Lox Pratt","doi":"10.5750/tbje.v4i1.2137","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2137","url":null,"abstract":"Teacher: Lox, you can’t do that!Me: Why not?Teacher: Because I say so!Me: Right, this is the big problem. Grown ups still don’t get it. You went to school thirty years ago and you are just carrying on like those teachers you didn’t like back then, who told you what to learn and how to learn it. When they would sit you down in a classroom and force you to learn.Learning is something we choose to do. When a child goes to school they are hardly ever listened to and are not treated as equal beings. Children are not grown ups in waiting. They are just as important but learn things in a different order to you. Even if I can’t yet do my eight times table I can drum, dance and rap.So, what are you doing? Let’s change the playbook. That’s why we are all here, right?","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129263666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education is a beautiful thing. It is a truly wondrous, marvellous, hopeful thing. I strongly believe it is humanity’s best bet for bringing about a more harmonious, less hair-raising state of world affairs.However – as the quote above captures so brilliantly – it would be fair to say that our education system remains a ‘work in progress’, and that there is more than a little room for improvement.
{"title":"EDITORIAL: AN EDUCATION CONFERENCE LIKE NO OTHER","authors":"James Mannion","doi":"10.5750/tbje.v4i1.2136","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2136","url":null,"abstract":"Education is a beautiful thing. It is a truly wondrous, marvellous, hopeful thing. I strongly believe it is humanity’s best bet for bringing about a more harmonious, less hair-raising state of world affairs.However – as the quote above captures so brilliantly – it would be fair to say that our education system remains a ‘work in progress’, and that there is more than a little room for improvement.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130325239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines imperial rhetoric around race and eugenics through a case study of colonial psychiatrist Dr Duncan T Greenlees. Using the lens of colonial psychiatry, the article explores how the legacy of imperialism lives on in British state institutions, such as in the education sector. It argues that educators need to be aware of imperial ideologies around class and race. Only through a firm historical grasp of these imperial myths can educators begin to challenge their own curricula and pedagogies, which are set against powerful global interests with roots in imperialism and colonialism.
{"title":"AN EXPLORATION OF THE PERSISTING LEGACY OF IMPERIAL RHETORIC IN MODERN EDUCATION THROUGH A CASE STUDY ON ‘EUGENICS, RACE, AND PSYCHIATRY IN THE CAPE COLONY, 1890–1908: DR THOMAS DUNCAN GREENLEES’","authors":"Rosa Legeno-Bell","doi":"10.5750/tbje.v4i1.2145","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2145","url":null,"abstract":"This article examines imperial rhetoric around race and eugenics through a case study of colonial psychiatrist Dr Duncan T Greenlees. Using the lens of colonial psychiatry, the article explores how the legacy of imperialism lives on in British state institutions, such as in the education sector. It argues that educators need to be aware of imperial ideologies around class and race. Only through a firm historical grasp of these imperial myths can educators begin to challenge their own curricula and pedagogies, which are set against powerful global interests with roots in imperialism and colonialism.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115485609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Five years ago, a colleague and I discussed the increasing number of children who we were meeting through our work as autism and education consultants who were unable to access their education within a school or college. Almost all these children were neurodivergent, bright and wanting to learn, and they just could not do it within the confines of the national curriculum and within the environment of a school building. Many of these children had experienced trauma as a result of their time within the education system and were now suffering from emotionally based school avoidance.
{"title":"WHY I ABSOLUTELY LOVE EOTAS (EDUCATION OTHER THAN AT SCHOOL)","authors":"Laura Kerbey","doi":"10.5750/tbje.v4i1.2141","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2141","url":null,"abstract":"Five years ago, a colleague and I discussed the increasing number of children who we were meeting through our work as autism and education consultants who were unable to access their education within a school or college. Almost all these children were neurodivergent, bright and wanting to learn, and they just could not do it within the confines of the national curriculum and within the environment of a school building. Many of these children had experienced trauma as a result of their time within the education system and were now suffering from emotionally based school avoidance.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122836941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The last few years have seen greater interest in making schools anti-racist. The BLM resurgence of 2020, global EDI movements and increased mainstream presence of decolonial theorists have firmly positioned structural racism under the cultural microscope. It is an issue for all institutions in the UK to acknowledge and metabolise, but it is arguably most pressing for the education sector. School, after all, is a microcosm of wider society; an avenue through which cultural ideas and ideals can become internalised and anchored to a young person’s framing of the world.
{"title":"INSPECTING AND INFLUENCING THE MICROCOSM","authors":"Lewis Wedlock","doi":"10.5750/tbje.v4i1.2140","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2140","url":null,"abstract":"The last few years have seen greater interest in making schools anti-racist. The BLM resurgence of 2020, global EDI movements and increased mainstream presence of decolonial theorists have firmly positioned structural racism under the cultural microscope. It is an issue for all institutions in the UK to acknowledge and metabolise, but it is arguably most pressing for the education sector. School, after all, is a microcosm of wider society; an avenue through which cultural ideas and ideals can become internalised and anchored to a young person’s framing of the world.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134474181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers and school leaders have long claimed that increased workload negatively impacts results and teacher retention. However, scant empirical evidence exists to support these claims until now. Using longitudinal data from England’s School Workforce Census, this paper presents the results of a study revealing associations between contact hours, timetable complexity, GCSE performance and teacher attrition. This supports the notion that decreasing departmental average contact hours may lead to higher GCSE value added for that department. The size of this drop is equivalently opposite to recent estimates of GCSE gains arising from additional allocated instruction time for pupils, showing a fiscally neutral way for departments to improve teacher workload without negatively impacting results. Further analysis in this study links improvements in teacher’s contact hours, and the complexity of their workload, with teacher retention. Thus schools rethinking their use of time by increasing non-contact time for their teachers are likely to retain those teachers longer and raise their results in the process.
{"title":"LESS CAN BE MORE: RETHINKING THE USE OF TIME IN SCHOOLS","authors":"Vaughan Connolly","doi":"10.5750/tbje.v4i1.2144","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2144","url":null,"abstract":"Teachers and school leaders have long claimed that increased workload negatively impacts results and teacher retention. However, scant empirical evidence exists to support these claims until now. Using longitudinal data from England’s School Workforce Census, this paper presents the results of a study revealing associations between contact hours, timetable complexity, GCSE performance and teacher attrition. This supports the notion that decreasing departmental average contact hours may lead to higher GCSE value added for that department. The size of this drop is equivalently opposite to recent estimates of GCSE gains arising from additional allocated instruction time for pupils, showing a fiscally neutral way for departments to improve teacher workload without negatively impacting results. Further analysis in this study links improvements in teacher’s contact hours, and the complexity of their workload, with teacher retention. Thus schools rethinking their use of time by increasing non-contact time for their teachers are likely to retain those teachers longer and raise their results in the process.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114315259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the journey of School 360, a primary school which opened in Newham, London in September 2021. The school deliberately sought to do education differently, in terms of leadership, curriculum, pedagogy and assessment. They experimented with structures, practices and places to create an educational experience that would enable the children to develop better life skills, achieve higher well-being and be better learners, to provide a better community experience for parents, and enable a happier and more fulfilled staff.
{"title":"SCHOOL 360: DOING EDUCATION DIFFERENTLY","authors":"Sarah Seleznyov, Andi Silvain","doi":"10.5750/tbje.v4i1.2142","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2142","url":null,"abstract":"This article describes the journey of School 360, a primary school which opened in Newham, London in September 2021. The school deliberately sought to do education differently, in terms of leadership, curriculum, pedagogy and assessment. They experimented with structures, practices and places to create an educational experience that would enable the children to develop better life skills, achieve higher well-being and be better learners, to provide a better community experience for parents, and enable a happier and more fulfilled staff.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133062558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is surely part of being engaged in the academic study of and enquiry into education to explore alternatives. To offer an alternative perspective which provides evidence that there may be another way of succeeding at a personal, school, community and global level.
{"title":"EDITORIAL NOTE","authors":"Mark Deacon","doi":"10.5750/tbje.v4i1.2135","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2135","url":null,"abstract":"It is surely part of being engaged in the academic study of and enquiry into education to explore alternatives. To offer an alternative perspective which provides evidence that there may be another way of succeeding at a personal, school, community and global level.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114392927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I’m sometimes told that I have no right to talk about education, because I’m not, and have never been a teacher. I’ve never managed a class, nor had to balance the needs of over 30 young people with delivering the curriculum. It’s true. Teachers have a very hard job, and I haven’t done it.
{"title":"THE SIDE EFFECTS OF SCHOOL","authors":"Naomi Fisher","doi":"10.5750/tbje.v4i1.2139","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2139","url":null,"abstract":"I’m sometimes told that I have no right to talk about education, because I’m not, and have never been a teacher. I’ve never managed a class, nor had to balance the needs of over 30 young people with delivering the curriculum. It’s true. Teachers have a very hard job, and I haven’t done it.","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114806627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We were appointed as Co-Heads at Thomas’s Putney Vale, in London, in Sept 2022, after a year of working together as Director of Curriculum Innovation and Director of Teaching and Learning at Thomas’s Battersea. We are developing an enquiry curriculum where students are not left to their own devices to discover independently as some might believe in an enquiry model. Instead, teachers guide students through structured enquiries using recommendations from Doug Lemov’s ‘Teach like a Champion’ (Lemov, 2010; Lemov, 2015; Lemov, 2021).
{"title":"TEACH LIKE A CHAMPION VS AN ENQUIRY APPROACH – IS THERE A MIDDLE GROUND?","authors":"T. Andrews, Emma Oliver","doi":"10.5750/tbje.v4i1.2143","DOIUrl":"https://doi.org/10.5750/tbje.v4i1.2143","url":null,"abstract":"We were appointed as Co-Heads at Thomas’s Putney Vale, in London, in Sept 2022, after a year of working together as Director of Curriculum Innovation and Director of Teaching and Learning at Thomas’s Battersea. We are developing an enquiry curriculum where students are not left to their own devices to discover independently as some might believe in an enquiry model. Instead, teachers guide students through structured enquiries using recommendations from Doug Lemov’s ‘Teach like a Champion’ (Lemov, 2010; Lemov, 2015; Lemov, 2021).","PeriodicalId":227296,"journal":{"name":"The Buckingham Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130784436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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