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Affective sociomaterialisation: An inquiry into early childhood subjectivities within outdoor early childhood provision in Scotland, UK

In my doctoral research I focus on alternative outdoor early childhood provision in Scotland. I foreground a sociomaterial approach to understand how young children’s subjectivity, related to...

Children’s design and co-creation of classroom space as a Spatially Democratic Pedagogy

Imagine a classroom of four-to-five-year-old children designing and co-creating their classroom spaces. They are not passive recipients of the spaces created for them, but architects, product...

Pedagogical space(s): The benefits of collaboration with forest school providers for the early years classroom teachers and pupils

In 2022, the Foundation Phase in Wales will be replaced by the new Curriculum for Wales (CfW), a national framework for children aged between three and 16. One of its aims is to provide...

Professionalism for those working with the under-threes: a Northern Irish perspective

Northern Ireland has an established early childhood education and care (ECEC) system with some strengths, such as near-universal participation in pre-school education. However, for children under...

Editorial: Competing discourses in early childhood education and care

Early childhood education and care (ECEC) has developed to meet different aims to encourage children’s holistic development; embed attitudes consistent with lifelong learning; facilitate...

Race Equality in Education

BERA rejects any form of discrimination on grounds of sex, gender, gender reassignment, age, race, ethnic or national origins, colour, marital status, sexuality, family responsibility, disability...

Jennifer Clement

Senior Lecturer

Jennifer Clement is a senior lecturer in initial teacher education and professional learning at Cardiff Metropolitan University. Her current research looks at the construction of teaching and...

Suzanne McCartney

Lecturer

Suzanne McCartney is a lecturer in early childhood studies at Stranmillis University College. Her research focuses primarily on education and care for very young children (birth-to-three years)....

Tensions in scaling up effective professional development: Balancing programme integrity and school adaptation

Decades of research have sought to unpack the challenges of balancing programme integrity and school adaptation when taking educational interventions to scale. Professor emeritus Larry Cuban from...

Where is the love? Invoking dispolitical love as a force for change in SEND policy and practice

Where is the love in special educational needs and disabilities (SEND) policy? Politicising love, as a force for driving social justice and change, has deep roots in Black feminist activism (Nash,...

Jess Harris

Associate Professor

Jess Harris is an associate professor with the Teachers and Teaching Research Centre in the School of Education at the University of Newcastle, Australia. A qualitative researcher, her research...

Think like a detective: The vital clue to inclusive teaching!

To think like a detective gives teachers both a memorable metaphor for inquiry and a compelling methodology that leads to effective inclusive teaching. Like expert detectives, expert teachers...