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Guest editing opportunity for Research Intelligence, issue 158

Unheard voices in education research

Learning for all: BERA Small Grants Fund research reports

This series of reports presents the findings and recommendations of six research projects funded by BERA’s 2022/23 Small Grants Fund (SGF) on the theme ‘learning for all’. The projects...

Food banks in schools

Learning for all: BERA Small Grants Fund research reports

Exploring the impact on children’s learning

Developing (language) learning opportunities for precarious migrant workers at higher education institutions

Learning for all: BERA Small Grants Fund research reports

Charting possibilities, challenges & recommendations

Beyond ‘Navel Gazing’: Autoethnography as a Catalyst for Change – Part 2

We will be using an umbrella theme of ‘Beyond ‘Navel Gazing’ (Tummons 2007): Autoethnography as a Catalyst for Change’ to anchor all activities during the next year. This theme is flexible...

Call for reviewers for landmark BERA & BCF publication

BERA and the British Curriculum Forum (BCF) are currently editing an exciting landmark publication, Curriculum in a changing world: 50 think pieces on education policy, practice, innovation &...

What do Home Office plans to remove dependent student visas reveal about the invisibility of student-parents?

Access to UK universities cannot be taken for granted; it has taken centuries for the working class, women and migrants from developing nations to be matriculated. My PhD study explores how...

Beyond ‘Navel Gazing’: Autoethnography as a Catalyst for Change

We used an umbrella theme of ‘Beyond ‘Navel Gazing’ (Tummons 2007): Autoethnography as a Catalyst for Change’ to anchor all activities during the next year. This theme is flexible and...

Beyond ‘Navel Gazing’: Autoethnography as a Catalyst for Change

We will be using an umbrella theme of ‘Beyond ‘Navel Gazing’ (Tummons 2007): Autoethnography as a Catalyst for Change’ to anchor all activities during the next year. This theme is flexible...

How do schools envision holistic development in Pakistan? Insights from Sen’s capability approach

Education is universally recognised as a basic right and an essential element of personal and societal development, which implies bringing enlightenment and prosperity to society (Abdullah, 2020)....

Researching ethnicity and the early years workforce: The need for reflexivity

In July 2022, we published a BERA report on ethnicity and the early years (EY) workforce in maintained nursery schools in England (Sakr et al., 2022). We offered quantitative research based on a...

Incorporating indigenous funds of knowledge into curriculum-making practices

Indigenous peoples have lived in harmony with the natural world for thousands of years, developing unique ways of understanding and interacting with their surroundings. This knowledge is often...