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In a practitioner enquiry approach, is reflexivity the same as researcher metacognition?

The connection between metacognition and reflexivity might feel like a relatively academic link to make but, for the two of us, it is about securing practitioner enquiry in the teacher domain...

Cristina Costa

Assistant Professor

Cristina Costa is Assistant Professor in the School of Education at Durham University. She has a strong interest in educational and digital practices and inequalities. She particularly interested...

Halting the rise of character education in Britain

Character education has risen up the political agenda in the UK in recent years, as it has in a number of other countries. The United States, Canada, Australia, Singapore, Japan and Taiwan have...

School readiness, early years education and neoliberal subjectivities

This symposium built upon BERA’s research commission, Competing Discourses of Early Childhood Education and Care, and critically explored why and how early childhood education and care (ECEC)...

Social Theory and Education – SIG Convenor vacancy

Call for SIG Convenor The Social Theory and Education SIG aims: to support and develop theoretically informed educational research, to engage with and facilitate new social theory and to...

Nomadic enquiry: Reimagining research ethics for ‘posthuman’ times

Traditional research practice often fails to acknowledge our embodied, entangled and complex roles, with ‘ethics’ becoming merely a form to tick off along a path to neutral and objective...

Mark Murphy

Reader in Education and Public Policy

Mark Murphy is Reader in Education & Public Policy, University of Glasgow. He has published widely in the field of social theory and applied research, with recent books including Habermas and...

Andrew Wilkins

Reader

Andrew Wilkins is Reader in Education and REF Impact Coordinator for UoA 23 Education in the Cass School of Education and Communities at the University of East London where he teaches research...

The language that affirms gendered violence in schools

Those who study and work within education know that it is not just the explicit, intentional content that is taught in schools and that results in learning. Moment-to-moment transfers of meaning...

Hybrid social theory and education research: working with conceptual interdisciplinarity

Online registration has now closed. If you want to attend this event, please email events@bera.ac.uk for details of how to register onsite. This all-day event, taking place in the University of...

Co-teaching and 21st century pedagogy

Co-teaching provides a collaborative pedagogy in initial teacher education, whereby co-teachers share expertise to: improve the learning environment for students, and develop each other’s...

The origins of further education in England and Wales

There is a lack of historical accounts of the further education (FE) sector in England and Wales, which is reflective of its broader historical-cultural positioning. FE sits between secondary...