RSS 1.0Education
The University of Chester traces its roots back to one of the earliest training colleges in the country, beginning the training of teachers in 1839. While it is one of the oldest higher education institutions in the UK, it is also a modern, innovative institution and has a well-deserved reputation for the quality of its education. The Faculty was recently awarded 'Outstanding' status by Ofsted, credited with delivering "high levels of academic and pastoral care" - Ofsted Report 2010.
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Everyone’s watching.’ Examining the reluctance shown by some children to participate in primary physical education and sports dayThis study, based on the views of 29 primary children (aged 10–11 years) and five school practitioners, explores why some children are reluctant to engage with physical education and sports day. Drawing upon a children’s rights and meaningful physical education framework, the findings suggest that some children are disinclined to participate due to concerns about getting injured, failing, and anxiety about being watched. Children with special educational needs are most likely to feel uncomfortable, but even those who excel at physical education can have aspects that they would like to adjust. This study asserts that practitioners who respond to children’s voices and adopt ‘meaningful physical education’ pedagogy are more likely to ‘bring in’ reluctant children. Not only do such approaches amplify the voices of underrepresented pupils, but they are also more likely to result in ‘PE reluctant’ children developing positive dispositions about movement experiences, which will hopefully continue in adulthood.
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Are leaders born or made? Can technological approaches assist the development and training of future leaders?The debate over whether leaders are born or made remains a persistent theme within academic literature. In an era shaped by rapid digitalisation and the rise of artificial intelligence (AI), new opportunities have emerged to advance both leadership theory and practice. This study explores the composition and development of leaders in society, with a particular focus on how technology, specifically AI, can enhance leadership learning and development. As digital technologies become increasingly integrated into all facets of life, this research addresses existing knowledge gaps by re-examining the longstanding debate on the origins of leadership. It uses this debate as a foundational analysis to assess the potential of AI in training and developing future leaders. The primary objective of this study is to investigate whether leaders are inherently born or developed through experience and learning, while simultaneously examining the role of AI as a tool for leadership training. By reviewing existing literature and assessing how technological tools can support leadership development, the study aims to contribute both to theoretical understanding and practical application. A Grounded Ethnography methodology was employed, gathering participant reflections from trials using the ChatGPT AI application to support leadership learning. This approach generated primary data on user experience and evaluated the feasibility of AI as a development tool. Additionally, Grounded Theory techniques were applied to analyse Likert scale responses measuring participants perceived growth in leadership knowledge through chatbot interactions. A total of 12 participants engaged in a series of questionnaires and a live AI chatbot session, providing insights into user experience, knowledge acquisition, and the practical application of AI in leadership development. Findings from this doctoral study suggest that AI chatbots can be effective, supportive tools for enhancing leadership knowledge. While the study does not definitively resolve whether leaders are born or made, it proposes that this debate may become increasingly irrelevant in the face of advancing technology. The capacity of AI to supplement or even reshape traditional leadership development models signals a shift in focus toward leveraging innovation for training. This research underscores the transformative impact of AI on leadership development. It demonstrates that AI can deliver scalable, cost-effective, and personalised training, tailored to individual strengths and learning needs. The study contributes to Theory by integrating AI with leadership and learning frameworks, notably enriching Cognitive Load Theory and operational leadership strategies. Practically, it introduces AI-driven, adaptive learning pathways that facilitate real-time feedback and reflection. As digitalisation and AI continue to evolve, this research offers future leaders access to global best practices and interdisciplinary knowledge, fostering more dynamic and responsive leadership development.
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Capital Punishment – An Investigation into the impact of Capital on the Closing the Gap InitiativeThis research examines the role of varying forms of Pierre Bourdieu’s capital (cultural, social, economic, and symbolic) on the current UK government’s Closing the Gap initiative, exploring the impact of these different forms on the progress of children in the UK’s school system. It examines the link between Bourdieu’s notions of capital, habitus and social reproduction and relates these concepts to Michel Foucault’s ideas about power and power knowledge. The research is underpinned by two forms of incompatible storytelling. The first explores the idea of educational equality, which is promoted by educational policy and practice in the UK, the second is my autoethnographic experience of education. Throughout this research, there is consideration of my current context as I explore my autoethnographic experiences as a teacher, mapping my thoughts against UK education narratives to trace students’ likely educational and experiential trajectories. The research reveals the power of the promise of education and, despite my attempt to depict the claim’s emptiness, there is a sense of irony that sees me unable to completely renounce this promise, as the very nature of it is what led to the completion of this thesis that you currently hold in your hands.
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Barriers and bridges: Examining the intersecting determinants impacting the career trajectories of black women teachers in UK secondary education institutionsThis thesis explores the intersecting structural, cultural, and individual factors impacting the career progression of Black women teachers in secondary education within the UK. Grounded in Critical Race Theory, Intersectionality, and Black Feminist Thought, the study illuminates the barriers and enabling factors encountered by Black women educators navigating a predominantly White educational landscape. Through a narrative inquiry approach, semi-structured interviews were conducted with fifteen Black women teachers across England, offering a nuanced understanding of their lived experiences within secondary schools. This methodology captures both shared and unique narratives that reveal the resilience, strategic adaptability, and continuous negotiation of identity that these educators employ to progress within their careers. Key findings from the thematic analysis identify three central dimensions impacting career trajectories: individual, occupational, and sociocultural. The individual dimension highlights personal identity and self-concept as both empowering yet vulnerable to marginalisation through microaggressions, hypo-visibility, and stereotypes that often require Black women teachers to “work harder” to be seen and respected as professionals. The occupational dimension reveals systemic barriers within school environments, such as racial biases in recruitment, promotion, and leadership opportunities. Participants’ testimonies frequently point to an undercurrent of racial gatekeeping that restricts career advancement and perpetuates isolation, impacting mental health and long-term retention. Finally, the sociocultural dimension underscores the societal and economic contexts that shape educational institutions, including economic disparities and political dynamics influencing the inclusivity of school climates. This study contributes to the understanding of how racial and gendered biases manifest in education, impacting both individual career outcomes and institutional diversity. Findings emphasise the need for transformative policy interventions and robust support systems that can mitigate these inequities, advocating for structured mentorship, allyship, and leadership coaching tailored to Black women educators. The research underscores the broader implications for fostering inclusive, equitable educational spaces that reflect and support the diversity of the communities they serve. The insights offered by this thesis aim to not only enrich academic discourse on racial equity in education but also inspire actionable strategies to enhance the professional trajectories of Black women teachers, thereby contributing to a more inclusive and just educational landscape.
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Examining perspectives of school staff on trauma informed practice and its influence on ‘behaviour management’ – a case study analysisThis thesis seeks to examine the perspectives of school staff on trauma informed practice and its influence on behaviour management within schools. My primary objective was to solicit the perspectives of school staff on trauma informed practice and examine how they felt it influenced their school community, as well as any benefits or challenges associated with its implementation. The genesis of the study stemmed from my experiences as a family support worker and educator, where my observations of marginalisation and the effects of trauma and adversity on children’s educational experiences, prompted an exploration of alternative approaches to how behaviour is understood and managed in schools. The concept of trauma informed practice and its restorative and reparative functions (McCluskey, 2018; Zehr, 2002; Evanovich et al., 2020; Mullet, 2014; United Nations, 2006) sparked an inquiry into whether such practices might offer a more compassionate and nurturing framework for supporting behaviour in schools, in contrast to punitive measures and zero-tolerance policies. To delve deeper into this research inquiry, I conducted a qualitative case study in a school that self-identified as trauma informed. To contextualise my study within current scholarly discourse on educational practice, I employed Foucauldian notions of power and knowledge (Foucault, 1977) to illuminate the various dynamics which shape how behaviour is managed in schools, both within the school and beyond. Furthermore, the theoretical frameworks of further key thinkers such as Bronfenbrenner and Bourdieu, helped to situate the concept of behaviour management in schools within broader societal and environmental influences and systemic beliefs. I employed an interpretive approach, utilising inductive reasoning to analyse interview data collected from school staff, followed by applying Braun and Clarkes reflexive thematic analysis (2006;2019) method, to select overarching themes detailing the importance of school staff demonstrating mutual respect, empathy, and effective leadership and support in fostering a trauma informed ethos within the school. My research identified that for effective learning to occur in schools, a framework of expansive learning, where continuous professional development and collaborative learning is prioritised, is central to this process. In response to these insights, and to propose a structured pathway for implementing alternative practice in schools, I used Engeström’s expansive learning cycle (2001), alongside a later adaptation by Lindley and Lotz-Sisitika (2019), to create ‘Engeström’s Expansive Learning Cycle – Supporng Trauma Informed Pracce in Schools’. Whilst my study highlighted the positive influence of trauma informed practices within the school, it also underscored the challenges faced in maintaining such practices amidst demands for performativity and bureaucratic measures in education. Despite these challenges, my study exhibits the transformative potential of trauma informed practice in supporting staff to promote empathy, respect and understanding within school communities. As such, my study presents as a valuable resource for educators and policymakers seeking to create a more inclusive and equitable education environment for staff, children, and their families, particularly those who have been impacted by trauma or adversity.
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Professional learning in physical educationProfessional learning in physical education is typically experienced as a coaching course where the predetermined content is delivered to teachers in short, one-off sessions. This approach can have value, but greater interest is now being shown in more transformative approaches to professional learning that are based on sustained collaboration with peers within the context of the teacher’s classroom. This paper examines three such approaches: Practitioner enquiry, lesson study, and the teacher research group. More specifically, it shares findings from relevant empirical studies, particularly the author’s own research, to understand the potential values of these approaches and identify the features that provide support for teachers and lead to progress in students’ learning.
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Decolonising Early Childhood Education: Disrupting Professional DiscoursesLed by international educationalists across all phases of education, The BERA Guide to Decolonising the Curriculum is a powerful evocation, direction, and call to action for epistemological equity in knowledge production, teaching, and ...
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“It’s not as clear cut as autistic boys versus autistic girls.” Exploring autistic girls’ experiences of mainstream secondary educationTraditionally research and academic writing associated with autism in education has focused on males. Consequently, a range of complex factors have led to the misdiagnosis or late diagnosis of autistic female learners, rendering their needs unrecognised and inappropriately supported. This ethnographic study, based in a mainstream Welsh-medium secondary school, drew upon a semi-structured interview with nine autistic females to explore their academic and social experiences, and the significance they believed that being an autistic female had on their relationships with their teachers and peers. The findings imply that while autistic adolescent girls may continue to encounter challenges relating to sensory differences and peer/teacher relations in secondary education, many of these challenges are also experienced by autistic males. However, the study highlights the impact of socially constructed gender norms on the way in which autistic girls’ presentations are understood and received by non-autistic peers and teachers. Rather than reinforcing female autistic stereotypes, it is advised that further understanding is promoted about the diverse experiences and presentations of autistic girls, and how autism intersects with various aspects of identity. Personalised and relational pedagogical approaches, which give voice to autistic girls, and involve them in planning their own learning are also encouraged.
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Walter's Cap: Working Class History through the Creative ArtsIn The Working Class: Poverty, education and alternative voices, Ian Gilbert unites educators from across the UK and further afield to call on all those working in schools to adopt a more enlightened and empathetic approach to supporting ...
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A catalyst for conversation: Dialogic approaches to teaching sensitive histories in secondary schoolsThis article explores the application of dialogic pedagogy in teaching sensitive histories in secondary school settings. Drawing on personal experiences and current research, it highlights how dialogic approaches can enhance students’ understanding of historical events and their relevance to contemporary issues. The paper discusses three effective methods for facilitating dialogic pedagogy in history: silent conversations; structured debates; and Socratic seminars. These approaches can foster critical thinking, empathy and active citizenship by creating an inclusive and respectful classroom environment. The article concludes by considering some of the potential challenges in navigating the complexities of sensitive histories through dialogic approaches.
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Dentistry in university education: Philosophy and purposeTertiary education or further education which is often synonymously used for higher education is to be found not only in universities but also in vocational or technical training schools, institutes, and colleges. Hence, all tertiary education is not equivalent to what is known as university education, but all university education is tertiary education. From this definition, dental education is university education. Therefore, the philosophical domains of dental education is vast and overwhelmingly numerous with great complexity and social significance in line with the philosophy of education as well as philosophy of higher education. Dentistry has evolved from a description of decaying teeth to a comprehensive program of independent professional discipline. Albeit, how dental schools are structured or how dental education is being offered within the university is not universal. Mostly the relationship between dental schools and medical schools and mode of offering dental education and medical education in relation to the overall healthcare system varies significantly. This chapter touches upon the philosophical issues of education in general with focused attention to dentistry as a university education.
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Exploring the reasons why former physics teachers in Scotland left teachingDespite significant effort, recruitment of physics teachers in Scotland has fallen short of Scottish Government targets for many years, but there is little data on the retention of teachers, or what factors influence teachers to leave the profession. This study examines the experiences of 11 former physics teachers in Scotland. Data were gathered using an online survey and a semi-structured interview with each participant. Factors emerging from the data included a lack of career progression routes, excessive workload, poor pupil behaviour, a lack of flexible working, and school leadership often driven by accountability pressures in the education system.
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Talking outside the box: Film as a stimulus for dialogic engagement around social justice issuesThis article explores how film, as a pedagogic device, can be used as a stimulus for dialogic engagement around social justice issues such as human rights, conflict and equity. Based on findings from a doctoral research study – and illustrated with an example from the film, it is argued that through dialogue, film can provide an inclusive and participatory site for learning where children are viewed as social agents, meaning-makers and co-constructors of knowledge.
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Beyond the Core Content Framework: Using experiential learning to develop agentic, creative and reflexive student teachersIn 2019, the Department for Education introduced the core content framework (CCF) in initial education in England. The framework, which has been criticised for being heavily shaped by research from cognitive science, has, inadvertently, become the baseline curriculum for initial teacher education. This article explores how experiential learning is being used on a history PGCE course to move beyond the limitations of the CCF and offer student teachers a mode of professional learning that is foregrounded in creativity and critical reflexivity.
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Adventures in the Play-Ritual ContinuumThe junctions between play and ritual are many and complex. Play is for fun and joy, but it also demands a total commitment and serious respect for rules. Rituals involve nearly endless varieties of social arrangements and can truly transform people, but they also include improvisation, testing, and pretending. Adventures in the Play-Ritual Continuum explores the connectivity between the playful and the ritualized through a fresh theoretical perspective, highlighting the creative messiness and the cultural paradoxes such intersections allow. The chapters span topics such as hen parties, marriage proposals, ash scatterings, extreme sports races, football fans, computer game festivals, celebrations of fandom, migration heritages, and antiracist protests. While the case studies are selected to show a range of diversity with various mergings of play, game, ritual, ceremony, rite, and ritualizing, the introductory and concluding discussions offer sharpened perspectives on common aspects. Following these excursions through the play-ritual continuum will be enjoyable for readers interested in how people make sense of their own existence and profitable for scholars in folklore, anthropology, religion, pedagogy, cultural studies, and social sciences and humanities more generally.
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'Why do we have to learn this?’ A physics educator’s response to every teacher’s least favourite questionIn his years as a physics teacher, students often asked Mark Whalley why they had to learn the subject when most of them would never directly use it in their careers. Having never been satisfied with the answers he gave, he sets out the case for learning physics, even for students who don't pursue the subject further.
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Informal Music Making and Well-BeingIn order to define the nature of informal music, specifically music making and its multidimensional connections with one’s well-being, a brief history of how music making is understood is first offered in order to delineate associated research and music-learning models. It is hoped that this will provide some detailed definition of the contemporary context of music making, so that the approach of “Universal Design,” among others, in the making of music might be understood as a paradigm shift that might have benefits for well-being. Informal music making is in short defined as categorically separated from formal music making, but their overlapping and dynamic relationship is nonetheless recognized and also further expanded upon. Informal music making is also aligned to understandings of the intuitivist and rationalist composer.
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Seminar capital: An exploration of the enduring social and pedagogical benefits of seminar engagementThis article presents findings from a small-scale qualitative case study exploring how engagement with seminars might prompt a sense of community amongst students. Further, it considered if such engagement might afford students ‘seminar capital’, a form of academic social capital (Bourdieu 1977 in Preece 2010). The study also aimed to uncover how seminar pedagogy can support students to develop their academic voice and connect with others in learning communities. Reflecting on emergent learning (Bourner 2003) supports students to move between a range of language codes (Preece 2010). Students in the study reported that seminar discussions supported their conceptual understanding, consolidated their academic language skills and offered opportunities to apply their knowledge to their assessments. This took place within an emerging positioning of relationships between peers and lecturers.
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Retrospective narratives of the cultural and linguistic brokering roles of migrant children following resettlementThe resettlement practices of (im)migrating communities into Global North countries has long been the focus of academic research. This thesis explores the pivotal role that children play in this resettlement process, through their roles as cultural and linguistic brokers, specifically the extent to which child brokers are exercising agency, and the factors which maximise or constrain this agency within the context of family hierarchies and other societal structures. Using Biographical Narrative Interpretive Method, (Chamberlayne, Rustin and Wengraf, 2002; Wengraf, 2004) the project elicits retrospective narratives from five adults who engaged in myriad brokering roles during their childhood. The research positions (Bio)ecological Systems Theory (Bronfenbrenner, 1979; Bronfenbrenner and Morris, 1998, 2006) as a sociological framework for identifying the macro and micro factors impacting upon children’s cultural and linguistic brokering roles. The alignment between the chosen theoretical framework and the BNIM methodology in the context of children’s cultural and linguistic brokering roles is a key feature of this research. The research findings indicate that brokering activities take place across a range of formal and informal contexts, with children deploying complex metalinguistic and cultural negotiation skills from an early age and into adulthood. Many of the brokering roles suggest children exercise varying degrees of agency in situational contexts, influencing family practices and contributing to the resettlement process. Retrospective perceptions of these roles reflect shifting interpretations of the challenges and benefits for their families and for the children themselves, mediated by such factors as their age, sense of efficacy, family expectations, duration, frequency and context of the brokering activities. Finally, I critique normative constructions of childhood, and analyse the significance of socio cultural factors on child brokering practices and their positioning within communities. The application of Bioecological Systems Theory has revealed the importance of establishing conceptual frameworks for exploring child brokering roles which inform policy and practice across relevant academic and societal contexts.
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Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centreThe acquisition of everyday scientific concepts by 3–6-year-old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a ‘stay and play’ service used by parents with children aged 0–3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents’ confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children’s engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children’s natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years.
