Pub Date : 2023-04-27DOI: 10.1080/00071005.2023.2202935
W. Kay
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Pub Date : 2023-04-26DOI: 10.1080/00071005.2023.2202429
Muzaffer Can Dilek
Its Place in History, Bedford Way Papers (Institute of Education, University of London). Aldrich, R. and White, J. (1998), The National Curriculum beyond 2000: The QCA and the Aims of Education (London, Institute of Education, University of London). Crook, D. and Aldrich, R. (2000), History of Education for the Twenty-First Century, Bedford Way Papers, (Institute of Education, University of London). Crook, D. and McCulloch, G. (Eds) (2007), History, Politics and Policy-Making in Education. A Festschrift Presented to Richard Aldrich (London, Institute of Education, University of London). Gordon, P., Aldrich, R. and Dean, D. 1991 Education and Policy in the Twentieth Century (London, The Woburn Press).
{"title":"The rise of external actors in education shifting boundaries globally and locally","authors":"Muzaffer Can Dilek","doi":"10.1080/00071005.2023.2202429","DOIUrl":"https://doi.org/10.1080/00071005.2023.2202429","url":null,"abstract":"Its Place in History, Bedford Way Papers (Institute of Education, University of London). Aldrich, R. and White, J. (1998), The National Curriculum beyond 2000: The QCA and the Aims of Education (London, Institute of Education, University of London). Crook, D. and Aldrich, R. (2000), History of Education for the Twenty-First Century, Bedford Way Papers, (Institute of Education, University of London). Crook, D. and McCulloch, G. (Eds) (2007), History, Politics and Policy-Making in Education. A Festschrift Presented to Richard Aldrich (London, Institute of Education, University of London). Gordon, P., Aldrich, R. and Dean, D. 1991 Education and Policy in the Twentieth Century (London, The Woburn Press).","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"345 - 347"},"PeriodicalIF":1.9,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45774497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1080/00071005.2023.2197989
Jasvir Kaur Nachatar Singh, H. Holmes, Sabrina Gupta
ABSTRACT There is significant research on the motivations and migration experiences of South Asian international students in Australia and the United Kingdom (UK); however, the employability journeys of this group are not well understood. This article addresses this gap, illuminating the specific employability challenges experienced and perceived by South Asian postgraduate international students enrolled in Australia and the UK. Drawing on qualitative research comprising semi-structured interviews with 30 South Asian postgraduate international students studying at a university in Australia and in the UK, the findings highlight significant barriers to employability along four key axes: time pressures from study and adjustment issues (micro); lack of internship opportunities offered at the universities (meso); lack of culturally tailored university career services (meso) and perceptions of employers’ as well as Government policy implications (macro). Acknowledging and understanding these findings are important for universities to support South Asian international student employability experiences and graduate outcomes to remain competitive in the global job market. The findings suggest recommendations to enhance the employability of South Asian students in the UK and Australia.
{"title":"South Asian Postgraduate International Students’ Employability Barriers: A Qualitative Study from Australia and the United Kingdom","authors":"Jasvir Kaur Nachatar Singh, H. Holmes, Sabrina Gupta","doi":"10.1080/00071005.2023.2197989","DOIUrl":"https://doi.org/10.1080/00071005.2023.2197989","url":null,"abstract":"ABSTRACT There is significant research on the motivations and migration experiences of South Asian international students in Australia and the United Kingdom (UK); however, the employability journeys of this group are not well understood. This article addresses this gap, illuminating the specific employability challenges experienced and perceived by South Asian postgraduate international students enrolled in Australia and the UK. Drawing on qualitative research comprising semi-structured interviews with 30 South Asian postgraduate international students studying at a university in Australia and in the UK, the findings highlight significant barriers to employability along four key axes: time pressures from study and adjustment issues (micro); lack of internship opportunities offered at the universities (meso); lack of culturally tailored university career services (meso) and perceptions of employers’ as well as Government policy implications (macro). Acknowledging and understanding these findings are important for universities to support South Asian international student employability experiences and graduate outcomes to remain competitive in the global job market. The findings suggest recommendations to enhance the employability of South Asian students in the UK and Australia.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"373 - 391"},"PeriodicalIF":1.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43520665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/00071005.2023.2199828
Rachel Brooks
ABSTRACT This article explores the state of higher education studies today, suggesting that in many ways it can be considered a vibrant field. In the UK, this is evidenced by the relatively large number of REF2021 submissions that had a higher education focus, and the emphasis higher education institutions are increasingly placing on conducting their own pedagogical research (in some respects, driven by market imperatives). In addition, the field has become more strongly international in its orientation, with more collaborative work, and a greater number of scholars engaging with issues beyond their own nation-state. However, the article also argues that there are various ‘threats’ bound up with this greater internationalisation – not least, the limited definition of the ‘international’ that is often implicit in our scholarship.
{"title":"Higher Education Studies Today and for the Future: A UK Perspective","authors":"Rachel Brooks","doi":"10.1080/00071005.2023.2199828","DOIUrl":"https://doi.org/10.1080/00071005.2023.2199828","url":null,"abstract":"ABSTRACT This article explores the state of higher education studies today, suggesting that in many ways it can be considered a vibrant field. In the UK, this is evidenced by the relatively large number of REF2021 submissions that had a higher education focus, and the emphasis higher education institutions are increasingly placing on conducting their own pedagogical research (in some respects, driven by market imperatives). In addition, the field has become more strongly international in its orientation, with more collaborative work, and a greater number of scholars engaging with issues beyond their own nation-state. However, the article also argues that there are various ‘threats’ bound up with this greater internationalisation – not least, the limited definition of the ‘international’ that is often implicit in our scholarship.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"517 - 535"},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42897273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-09DOI: 10.1080/00071005.2023.2193066
H. Gunter, S. Courtney
ABSTRACT Successive UK governments have adopted failure as a strategy in the reform of public education in England: first, to construct crises in order to blame professionals/parents/children for a failing system; and second, to provide rescue solutions that are designed to fail in order to sustain the change imperative. We describe this as policy mortality, or the integration of systemic and organisational ‘death’ within reform design. Our research demonstrates the interplay between the blame for the ‘wrong’ type of school, leader, teacher, pupil, parent, and the claimed ‘solutions’ in the form of new schools (e.g., between 70 and 90 different types in England), organisations (e.g., MATs), professionals (e.g., CEOs), pupils (e.g., branded access to a school place), and parents (e.g., consumer choice). Our research contribution is conceptual through the development of new thinking about policy mortality, whereby the claim is for ‘success’ but the reality is that some professionals, schools, children and parents are required to fail.
{"title":"Policy Mortality and UK Government Education Policy for Schools in England","authors":"H. Gunter, S. Courtney","doi":"10.1080/00071005.2023.2193066","DOIUrl":"https://doi.org/10.1080/00071005.2023.2193066","url":null,"abstract":"ABSTRACT Successive UK governments have adopted failure as a strategy in the reform of public education in England: first, to construct crises in order to blame professionals/parents/children for a failing system; and second, to provide rescue solutions that are designed to fail in order to sustain the change imperative. We describe this as policy mortality, or the integration of systemic and organisational ‘death’ within reform design. Our research demonstrates the interplay between the blame for the ‘wrong’ type of school, leader, teacher, pupil, parent, and the claimed ‘solutions’ in the form of new schools (e.g., between 70 and 90 different types in England), organisations (e.g., MATs), professionals (e.g., CEOs), pupils (e.g., branded access to a school place), and parents (e.g., consumer choice). Our research contribution is conceptual through the development of new thinking about policy mortality, whereby the claim is for ‘success’ but the reality is that some professionals, schools, children and parents are required to fail.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"353 - 371"},"PeriodicalIF":1.9,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45931322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1080/00071005.2023.2178635
Michalinos Zembylas
ABSTRACT This article argues that it is important to understand militarism in schools as an affectively felt practice that reproduces particular feelings in youth and the society. The analysis draws on affect theory and especially feminist scholarly work that theorises militarism as affect to consider how militarism is affectively lived in schools. In particular, the article examines the ethical and political implications of affective militarism in schools and suggests an ‘affective methodology’ for exploring militarism’s affective logics in schools. It is also suggested that resisting militarism in schools involves a serious ethico-political dilemma, namely, how to engage with the value of honouring fallen soldiers without inadvertently condoning the moral and political ideology of militarism. In seeking insights into the affective dimensions of militarism in schools, it is crucial to identify the complicated, productive and ambivalent intersections between militarism in schools and broader moral and political economies of military cultures.
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Pub Date : 2023-03-02DOI: 10.1080/00071005.2023.2178634
J. Lloyd, Joanne Walker
ABSTRACT This article considers how schools are addressing harmful sexual behaviour occurring between students. In the context of policy and school inspection, driven by student disclosures of sexual harm, schools are being required to evidence responses to sexual harassment and abuse within and beyond school. Presenting findings from 14 school audits the article highlights evidence of the levers where schools claim they are achieving well and those where they self-assessed lowest. The findings are based on analysis of 14 school assessments. The findings evidence that schools more readily develop statutory policy processes and are less equipped to address cultural elements driving harmful and unsafe environments. The findings have implications for how schools are supported to address sexual harm and what drives changes in this area.
{"title":"How Schools are Addressing Harmful Sexual Behaviour: findings of 14 School Audits","authors":"J. Lloyd, Joanne Walker","doi":"10.1080/00071005.2023.2178634","DOIUrl":"https://doi.org/10.1080/00071005.2023.2178634","url":null,"abstract":"ABSTRACT This article considers how schools are addressing harmful sexual behaviour occurring between students. In the context of policy and school inspection, driven by student disclosures of sexual harm, schools are being required to evidence responses to sexual harassment and abuse within and beyond school. Presenting findings from 14 school audits the article highlights evidence of the levers where schools claim they are achieving well and those where they self-assessed lowest. The findings are based on analysis of 14 school assessments. The findings evidence that schools more readily develop statutory policy processes and are less equipped to address cultural elements driving harmful and unsafe environments. The findings have implications for how schools are supported to address sexual harm and what drives changes in this area.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"325 - 342"},"PeriodicalIF":1.9,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48615476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.1080/00071005.2023.2171340
R. Race
This was a book I wanted to read, being alumni of the Institute of Education and the History of Education MA Course, which was a programme led by Richard Aldrich in the 1990s. Richard Aldrich was the original author of this book which Tom Woodin as coauthor has now revised and extended. I was taught by Aldrich, Dennis Dean and David Crook in the mid-1990s. Aldrich had also helped me with my successful ESRC Scholarship application which allowed me to progress to my PhD at Keele University (England) in 1994. Overall, I had a very good idea how rewarding Aldrich’s teaching, research and writing could be (Aldrich et al, 2000; Aldrich, 1982, 1988,1996, 2004; Crook and Aldrich, 2000; Gordon et al., 1991). The festschrift presented to Aldrich can also give the reader a better understanding of his reach and influence beyond his role as a respected domestic and international educational historian (Crook and McCulloch, 2007). The strengths of this UCL history are multiple, but I want to focus on three issues. Firstly, the book is more than an educational odyssey from training college to global institution as highlighted in the title. It is a book about the politics of education and how not only the early leaders of the London Day Training College like John Adams, Margaret Punnett and Percy Nunn navigated their own times, but how local and national policy issues can be underlined with more generic issues of accommodation and classroom resources. This became even more complicated as the need for teachers in both primary and an emerging secondary school sector grew in England in the first half of the twentieth century. In 1948, the Institute of Education was tasked with serving as the training body for the whole of the London area. Fred Clarke, G.B Jeffery, Lionel Elvin were all Directors of the Institute. Secondly, this book examines the relation between research and teaching. The development of funded research in the 1970s and 1980s: ‘ . . . further marked out the Institute as a unique institution among university departments of education . . . [This research focus] had few connections with the fundamental purpose of the London Day Training College and the Institute of earlier days – namely the initial training of teachers for London schools’ (178). On reflection, the contestation between teaching and research in higher education has been going on much longer than my twenty-five-year career but reading this book, I can see where and how long it has existed in the academy. I was advised by Pat Mahony that teaching informs research and research informs teaching within education which in turn makes the academic. However, that equation – although one I still advocate – seems naïve when reading this book, individual subjectivities, the evolving education market politics in England, let alone London, since 1979 and the division of the majority of academic contracts in higher education into teaching or research in the twenty-first century also have impact. It was
这是一本我想读的书，我是教育学院和教育史硕士课程的校友，该课程是理查德·奥尔德里奇在20世纪90年代领导的一个项目。Richard Aldrich是这本书的原作者，Tom Woodin作为合著者对其进行了修订和扩展。20世纪90年代中期，奥尔德里奇、丹尼斯·迪恩和大卫·克鲁克教过我。奥尔德里奇还帮助我成功申请了ESRC奖学金，使我得以于1994年在基尔大学（英国）攻读博士学位。总的来说，我非常清楚奥尔德里奇的教学、研究和写作会有多大的回报（Aldrich等人，2000；奥尔德里奇，198219819962004；克鲁克和奥尔德里奇（Crook and Aldrich），2000年；戈登等人，1991年）。向奥尔德里奇赠送的节日礼物还可以让读者更好地了解他作为一名受人尊敬的国内外教育历史学家的影响力（Crook和McCulloch，2007）。伦敦大学学院历史的优势是多方面的，但我想重点谈谈三个问题。首先，正如书名所强调的，这本书不仅仅是一场从培训学院到全球机构的教育之旅。这是一本关于教育政治的书，不仅讲述了约翰·亚当斯、玛格丽特·庞内特和珀西·纳恩等伦敦日间培训学院的早期领导人如何驾驭自己的时代，还讲述了如何用更通用的住宿和课堂资源问题来强调地方和国家政策问题。20世纪上半叶，随着英格兰对小学和新兴中学教师需求的增长，情况变得更加复杂。1948年，教育学院被任命为整个伦敦地区的培训机构。弗雷德·克拉克、G.B·杰弗瑞、莱昂内尔·埃尔文都是该研究所的所长。其次，本书探讨了研究与教学之间的关系。20世纪70年代和80年代资助研究的发展：“。进一步标志着该学院成为大学教育部门中的一个独特机构。[这一研究重点]与伦敦日间培训学院和早期学院的基本目的——即为伦敦学校进行教师的初步培训——几乎没有联系（178）。经过思考，高等教育中教学和研究之间的争论比我25年的职业生涯持续了更长的时间，但读了这本书，我可以看到它在学院里存在了多久。Pat Mahony建议我，教学为研究提供信息，研究为教育中的教学提供信息，这反过来又使学术成为可能。然而，在阅读这本书时，这个等式——尽管我仍然支持这个等式——似乎很天真，但个人主观主义、自1979年以来英国（更不用说伦敦）不断演变的教育市场政治，以及21世纪高等教育中的大多数学术合同被划分为教学或研究，也产生了影响。贝基·弗朗西斯（Becky Francis）作为2010年代第一位女性导演，在促进社会正义时说：“。试图将研究时间纳入
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Pub Date : 2023-02-07DOI: 10.1080/00071005.2023.2171338
Achala Gupta
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Pub Date : 2023-02-07DOI: 10.1080/00071005.2023.2171341
S. Best
vividly defended within the book’s discussion of climate justice. Táíwò’s examination shows how the distribution of environmental risk and vulnerability within and across countries and populations is tied to the structural accumulation of advantages and disadvantage owing to the global racial empire. Signposting some pathways to justice, the book outlines the ‘targets and tactics’ that a constructive view of reparations could entail: unconditional cash transfers, global climate funding, abolishing tax havens, divesting from fossil fuels and investing in communities, not least community control and solidarity. In each, there are actors (institutions, states) who bear more of the burden to enact these shifts. But how might these liabilities be collectively recognised and agreed upon, especially by those required to give things up? Readers of this journal might recognise the potential role of education here: the deliberation that can be at the heart of pedagogic relationships; the possible impulse of education to co-create meaning, understanding and ideals. While education is, perhaps understandably, not a central theme within Reconsidering Reparations, there is much in it for the education theorist to pick up. After all, matters of epistemic justice, deliberation, and building new solidarities are key to the project of reparation as much as it is to the project of education. Moreover, the future-oriented view of reparation – its commitment to build something new – offers a framework for thinking through the futures of education too. The lens of reparation can offer a radical vision for education, one that goes beyond the piecemeal incrementalism of reform which by and large leave the conditions of educational injustice in place. Instead, a ‘reparative future of education’, as I have written about elsewhere, is one that seeks to redress the injustices of education, both past and present, so that these are not carried into tomorrow’s systems of education. As Táíwò recognises, the task of justice has always been large. I can imagine this is why he framed this book around the Malê Revolt against slavery in Brazil; the Malê knew another world is possible – and as Táíwò helps us see, in 1835 they ‘continued a fight that we can help finish’ (p.213).
{"title":"Educational Equity: Pathways to Success","authors":"S. Best","doi":"10.1080/00071005.2023.2171341","DOIUrl":"https://doi.org/10.1080/00071005.2023.2171341","url":null,"abstract":"vividly defended within the book’s discussion of climate justice. Táíwò’s examination shows how the distribution of environmental risk and vulnerability within and across countries and populations is tied to the structural accumulation of advantages and disadvantage owing to the global racial empire. Signposting some pathways to justice, the book outlines the ‘targets and tactics’ that a constructive view of reparations could entail: unconditional cash transfers, global climate funding, abolishing tax havens, divesting from fossil fuels and investing in communities, not least community control and solidarity. In each, there are actors (institutions, states) who bear more of the burden to enact these shifts. But how might these liabilities be collectively recognised and agreed upon, especially by those required to give things up? Readers of this journal might recognise the potential role of education here: the deliberation that can be at the heart of pedagogic relationships; the possible impulse of education to co-create meaning, understanding and ideals. While education is, perhaps understandably, not a central theme within Reconsidering Reparations, there is much in it for the education theorist to pick up. After all, matters of epistemic justice, deliberation, and building new solidarities are key to the project of reparation as much as it is to the project of education. Moreover, the future-oriented view of reparation – its commitment to build something new – offers a framework for thinking through the futures of education too. The lens of reparation can offer a radical vision for education, one that goes beyond the piecemeal incrementalism of reform which by and large leave the conditions of educational injustice in place. Instead, a ‘reparative future of education’, as I have written about elsewhere, is one that seeks to redress the injustices of education, both past and present, so that these are not carried into tomorrow’s systems of education. As Táíwò recognises, the task of justice has always been large. I can imagine this is why he framed this book around the Malê Revolt against slavery in Brazil; the Malê knew another world is possible – and as Táíwò helps us see, in 1835 they ‘continued a fight that we can help finish’ (p.213).","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"234 - 236"},"PeriodicalIF":1.9,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41976662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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