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 its work towards reaching the United Nation’s Sustainable Development Goals. However, to date, climate education in India has tended to remain the responsibility of the secondary science teacher in many schools where resources are limited. Following calls for a more holistic and multidisciplinary approach – where students can link environmental issues with their lives – we reflect on three arts-based climate education exemplars with students from the East Kolkata Wetlands (EKW) (n = 150, 10–17-year-olds). We consider how these frame climate change and sustainable education as a collective learning experience, rather than as scientific concepts alone. We respond to Szczepankiewicz et al.’s model for climate education and propose that teacher training in the EKW context can be conceptualised through a three-stage, interconnected approach to pedagogy: building concepts, learning through hands-on activities and building communities is central. We suggest that these three generalisable tenets of student teacher practice should be explored in other areas of ecological fragility, as well as in spaces of economic insecurity.
{"title":"Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands","authors":"V. Jones, Saptarshi Mitra, Nobina Gupta","doi":"10.14324/lre.20.1.48","DOIUrl":"https://doi.org/10.14324/lre.20.1.48","url":null,"abstract":"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 its work towards reaching the United Nation’s Sustainable Development Goals. However, to date, climate education in India has tended to remain the responsibility of the secondary science teacher in many schools where resources are limited. Following calls for a more holistic and multidisciplinary approach – where students can link environmental issues with their lives – we reflect on three arts-based climate education exemplars with students from the East Kolkata Wetlands (EKW) (n = 150, 10–17-year-olds). We consider how these frame climate change and sustainable education as a collective learning experience, rather than as scientific concepts alone. We respond to Szczepankiewicz et al.’s model for climate education and propose that teacher training in the EKW context can be conceptualised through a three-stage, interconnected approach to pedagogy: building concepts, learning through hands-on activities and building communities is central. We suggest that these three generalisable tenets of student teacher practice should be explored in other areas of ecological fragility, as well as in spaces of economic insecurity.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41506686","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}
In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England’s National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants’ goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students’ access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural inclusivity. In contrast, in the English curriculum, teachers find the process of equalising and diversifying the curriculum difficult, particularly at Key Stage 4, due to the high status of the subject. To conclude, we argue that the more prescriptive a curriculum subject is, the more difficult it is to make it equal, diverse and inclusive of everyone.
{"title":"Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum","authors":"Asma Lebbakhar, Katie Hoskins, A. Chappell","doi":"10.14324/lre.20.1.49","DOIUrl":"https://doi.org/10.14324/lre.20.1.49","url":null,"abstract":"In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England’s National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants’ goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students’ access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural inclusivity. In contrast, in the English curriculum, teachers find the process of equalising and diversifying the curriculum difficult, particularly at Key Stage 4, due to the high status of the subject. To conclude, we argue that the more prescriptive a curriculum subject is, the more difficult it is to make it equal, diverse and inclusive of everyone.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49107940","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}
Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri, Elizabeth Briant
Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient ‘classroom ready’ teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.
{"title":"Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education","authors":"Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri, Elizabeth Briant","doi":"10.14324/lre.20.1.47","DOIUrl":"https://doi.org/10.14324/lre.20.1.47","url":null,"abstract":"Teacher education is broadly seen as a policy problem in that it has failed to produce sufficient ‘classroom ready’ teachers. One accountability measure that has been introduced in Australia to address this purported problem is the capstone teacher performance assessments (TPAs). All Australian pre-service teachers must pass this hurdle assessment to be eligible for teacher registration, and all teacher education providers must provide evidence of the effectiveness of their programmes in producing classroom ready teachers to maintain accreditation. The research presented in this article investigated the experiences of a consortium of teacher educators from four Australian universities that implemented a nationally endorsed TPA known as the quality TPA (QTPA). Intelligent professional responsibility was used to consider the experiences and possibilities for educators working in a policy context characterised by increasing accountabilities. Our findings suggest that the introduction of the TPA in Australia created momentum for building collaborative national teacher education partnerships with a focus on improving programme quality and graduate readiness to teach. Our data illustrate how the introduction of a TPA policy mandate in Australia created an external accountability context that allowed for teacher educators to bolster the quality of teacher education programmes from within.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45169189","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}
Inherent tensions exist in skills policies that aim to combine national economic growth and productivity with localised implementation for education and training. This is particularly apparent in the over-emphasis on employer engagement in national education and training policy, where the localisation of skills formation is particularly envisioned through employer engagement. Yet further education colleges have acted as anchors within local skills ecosystems working successfully with employers, often through Local Enterprise Partnerships (LEPs), providing the key bridging mechanism between national skills policy and localised enactment. We unpack the tensions between national and local skills policy by presenting a case study of a local skills ecosystem. Through interviews with key stakeholders – representatives from the local college, the LEP, and employers – we deploy Stephen J. Ball’s approach to policy enactment to map the complex processes and tensions involved in the translation of national skills policy into local skills systems. Our findings highlight the critical role of colleges as anchor institutions in local skills ecosystems, with employers and LEPs working as ‘collaborative anchors’ in the policy cycle. We present the concept of ‘local collaborative anchors’ as a heuristic device for understanding tensions within local skills ecosystems and national skills policy enactment.
{"title":"Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors","authors":"Susan James Relly, J. Robson","doi":"10.14324/lre.20.1.46","DOIUrl":"https://doi.org/10.14324/lre.20.1.46","url":null,"abstract":"Inherent tensions exist in skills policies that aim to combine national economic growth and productivity with localised implementation for education and training. This is particularly apparent in the over-emphasis on employer engagement in national education and training policy, where the localisation of skills formation is particularly envisioned through employer engagement. Yet further education colleges have acted as anchors within local skills ecosystems working successfully with employers, often through Local Enterprise Partnerships (LEPs), providing the key bridging mechanism between national skills policy and localised enactment. We unpack the tensions between national and local skills policy by presenting a case study of a local skills ecosystem. Through interviews with key stakeholders – representatives from the local college, the LEP, and employers – we deploy Stephen J. Ball’s approach to policy enactment to map the complex processes and tensions involved in the translation of national skills policy into local skills systems. Our findings highlight the critical role of colleges as anchor institutions in local skills ecosystems, with employers and LEPs working as ‘collaborative anchors’ in the policy cycle. We present the concept of ‘local collaborative anchors’ as a heuristic device for understanding tensions within local skills ecosystems and national skills policy enactment.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41953931","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}
E. Kennedy, Chika Masuda, Rym El Moussaoui, E. Chase, D. Laurillard
Conditions of mass displacement and other complex crises create a need for widely accessible teacher professional development opportunities. This article reports on the forms of value created for participants through a scaled-up collaborative online peer-sharing experience developed to support teachers in challenging environments to become transformative educators. This is an approach we have conceptualised as a co-designed, massive open online collaboration (CoMOOC), since it uses massive open online course (MOOC) platforms, but extends the concept of a traditional MOOC. The CoMOOC was co-designed with teachers and teacher educators in Lebanon and hosted on two platforms to create an equivalent co-learning experience in two languages (Arabic and English). To assess the impact of the CoMOOC, we adopt a value creation approach to evaluation. This approach considers how educators’ perception of their participation in the CoMOOC can support and enhance their professional practice in the long term, creating value for themselves and those affected by their practice (for example, learners, colleagues and institutions). We present evidence of the forms of value created during and after participation, collected through impact survey responses and interviews with CoMOOC participants.
{"title":"Creating value from co-designing CoMOOCs with teachers in challenging environments","authors":"E. Kennedy, Chika Masuda, Rym El Moussaoui, E. Chase, D. Laurillard","doi":"10.14324/lre.20.1.45","DOIUrl":"https://doi.org/10.14324/lre.20.1.45","url":null,"abstract":"Conditions of mass displacement and other complex crises create a need for widely accessible teacher professional development opportunities. This article reports on the forms of value created for participants through a scaled-up collaborative online peer-sharing experience developed to support teachers in challenging environments to become transformative educators. This is an approach we have conceptualised as a co-designed, massive open online collaboration (CoMOOC), since it uses massive open online course (MOOC) platforms, but extends the concept of a traditional MOOC. The CoMOOC was co-designed with teachers and teacher educators in Lebanon and hosted on two platforms to create an equivalent co-learning experience in two languages (Arabic and English). To assess the impact of the CoMOOC, we adopt a value creation approach to evaluation. This approach considers how educators’ perception of their participation in the CoMOOC can support and enhance their professional practice in the long term, creating value for themselves and those affected by their practice (for example, learners, colleagues and institutions). We present evidence of the forms of value created during and after participation, collected through impact survey responses and interviews with CoMOOC participants.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45948643","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}
P. Browning, K. Highet, R. Azada-Palacios, Tania Douek, Eleanor Yue Gong, Andrea Sunyol
Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group ‘Colonialism(s), Neoliberalism(s) and Language Teaching and Learning’, which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants’ own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.
{"title":"Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group","authors":"P. Browning, K. Highet, R. Azada-Palacios, Tania Douek, Eleanor Yue Gong, Andrea Sunyol","doi":"10.14324/lre.20.1.42","DOIUrl":"https://doi.org/10.14324/lre.20.1.42","url":null,"abstract":"Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group ‘Colonialism(s), Neoliberalism(s) and Language Teaching and Learning’, which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants’ own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457232","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 half-century or so has seen higher education studies grow from a field of, at best, marginal intellectual interest into a significant social scientific area. This intellectual expansion has unsurprisingly tracked the global expansion of higher education itself over the period, first in the United States in the immediate post-war period, then in Europe, and later in all but the very poorest countries. As with all areas of intellectual complexity, the field diversified into specialisms, in this case focusing on higher education’s teaching and research activities, its sociology, its economics, its history, its governance, its management, even its architecture, and more, and in doing so attracted students, researchers and research funding. One of the attractions of the field is that its products (knowledge about knowledge) are ones which public agencies around the world, with responsibilities for important national assets, are often prepared to pay for – prepared to underpay, most in the trade would say, but still.
{"title":"Book review: The Philosophy of Higher Education: A critical introduction, by Ronald Barnett","authors":"P. Temple","doi":"10.14324/lre.20.1.43","DOIUrl":"https://doi.org/10.14324/lre.20.1.43","url":null,"abstract":"The last half-century or so has seen higher education studies grow from a field of, at best, marginal intellectual interest into a significant social scientific area. This intellectual expansion has unsurprisingly tracked the global expansion of higher education itself over the period, first in the United States in the immediate post-war period, then in Europe, and later in all but the very poorest countries. As with all areas of intellectual complexity, the field diversified into specialisms, in this case focusing on higher education’s teaching and research activities, its sociology, its economics, its history, its governance, its management, even its architecture, and more, and in doing so attracted students, researchers and research funding. One of the attractions of the field is that its products (knowledge about knowledge) are ones which public agencies around the world, with responsibilities for important national assets, are often prepared to pay for – prepared to underpay, most in the trade would say, but still.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938208","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 commentary outlines the views of a current head teacher after receiving increased marketing and persuasive letters from multi-academy trust (MAT) chief executive officers (CEOs) in an attempt to expand their MATs. Following the Department for Education’s academisation programme, which aims to convert all schools in England to MATs by 2030, this reflection highlights the implications of the programme and reflects, from an insider’s perspective, on the author's concerns about this approach for the communities, which will lose local leaders with autonomy and see them replaced with CEOs who have multiple interests, other than those of the local schools.
{"title":"A primary school head teacher’s experience of pressure to join a multi-academy trust","authors":"Lee Faris","doi":"10.14324/lre.20.1.44","DOIUrl":"https://doi.org/10.14324/lre.20.1.44","url":null,"abstract":"This commentary outlines the views of a current head teacher after receiving increased marketing and persuasive letters from multi-academy trust (MAT) chief executive officers (CEOs) in an attempt to expand their MATs. Following the Department for Education’s academisation programme, which aims to convert all schools in England to MATs by 2030, this reflection highlights the implications of the programme and reflects, from an insider’s perspective, on the author's concerns about this approach for the communities, which will lose local leaders with autonomy and see them replaced with CEOs who have multiple interests, other than those of the local schools.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41737727","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}
Gunther Kress’s multimodal and social semiotic theory of communication has moved beyond the realm of linguistics, which originally framed his work, and has reached out to inform other fields, such as those of education, museum studies, as well as the humanities and social sciences more broadly. This article brings together our insights in relation to a concept from Gunther Kress’s theory, that of design. Drawing from our research, we reflect on Kress’s conceptualisation of design in social semiotics and discuss how this idea has inspired us to advance research across the domains of formal learning in schools, informal learning and communication in museums, and in everyday communication and social interaction. We consider that the contribution of design is to challenge the boundaries of concepts such as ‘competence’, ‘interpretation’ and ‘critique’, associated respectively with the dominant discourses and practices in the worlds of education, museums and everyday communication and research practice. We look at design as: (1) learning; (2) transformation of resources; and (3) an engaged and engaging social semiotic research, and argue that as an interpretative resource it enables us to move beyond the limitations posed by institutions such as schools, museums and academia.
{"title":"Design in Gunther Kress’s social semiotics","authors":"E. Adami, Sophia Diamantopoulou, Fei Victor Lim","doi":"10.14324/lre.20.1.41","DOIUrl":"https://doi.org/10.14324/lre.20.1.41","url":null,"abstract":"Gunther Kress’s multimodal and social semiotic theory of communication has moved beyond the realm of linguistics, which originally framed his work, and has reached out to inform other fields, such as those of education, museum studies, as well as the humanities and social sciences more broadly. This article brings together our insights in relation to a concept from Gunther Kress’s theory, that of design. Drawing from our research, we reflect on Kress’s conceptualisation of design in social semiotics and discuss how this idea has inspired us to advance research across the domains of formal learning in schools, informal learning and communication in museums, and in everyday communication and social interaction. We consider that the contribution of design is to challenge the boundaries of concepts such as ‘competence’, ‘interpretation’ and ‘critique’, associated respectively with the dominant discourses and practices in the worlds of education, museums and everyday communication and research practice. We look at design as: (1) learning; (2) transformation of resources; and (3) an engaged and engaging social semiotic research, and argue that as an interpretative resource it enables us to move beyond the limitations posed by institutions such as schools, museums and academia.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996696","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 discusses the work of Susan Isaacs (1885–1948), the IOE’s (Institute of Education), first director of the Department of Child Development. In addition to introducing child psychoanalysis to the UK, Isaacs was instrumental in mapping out the basis for a conceptual understanding of the role of aspects of imagination (which she termed ‘phantasy’) and play in the life of children. This allowed early childhood educators to develop holistic pedagogies that embraced both the intellectual and the social development of children. Her work has provided the basis for contemporary professional practice within the sector.
{"title":"Phantasy and play: Susan Isaacs and child development","authors":"Sandra Leaton Gray","doi":"10.14324/lre.20.1.40","DOIUrl":"https://doi.org/10.14324/lre.20.1.40","url":null,"abstract":"This article discusses the work of Susan Isaacs (1885–1948), the IOE’s (Institute of Education), first director of the Department of Child Development. In addition to introducing child psychoanalysis to the UK, Isaacs was instrumental in mapping out the basis for a conceptual understanding of the role of aspects of imagination (which she termed ‘phantasy’) and play in the life of children. This allowed early childhood educators to develop holistic pedagogies that embraced both the intellectual and the social development of children. Her work has provided the basis for contemporary professional practice within the sector.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42597249","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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