How can we resist post-Brexit racism?

What does one do when they feel their home turning against them?

Picture of graffiti on a wall - a girls face

SmugOne graffiti, Bristol. duncan c/Flickr. (CC 2.0 by-nc)

“It’s good to be back home” said one of my friends after we had come back from a two-week holiday abroad. I looked at her not knowing how to respond and just smiled reluctantly. Before Brexit I would have said it too without hesitation, having lived in the UK for over ten years. But I could not share my friend’s excitement. It was three months after the vote.

A couple of days earlier, a Polish man had been killed in, what was believed to be, a hate crime attack. I found out about it from my parents who called me from Poland to check how I was doing and to ask if Bristol was a safe place for me to live. It was the first time they asked me this question since I moved to the UK in 2005. I couldn’t help but feel worried and upset upon my return rather than relieved and happy as my British friends did. Unfortunately, for me it was not so good to be back at not so home anymore.

Brexit questioned my feeling of belonging to British society. I started having doubts if British people had ever accepted me and other EU citizens. Not everyone voted to leave. And of course, not everyone who voted leave is racist or xenophobic. The hate crimes, even though rapidly increased following the EU referendum, are still relatively low in numbers. However, this is not to say that they are insignificant. The death of the Polish migrant was not an isolated incident. Continue reading

How can schools help talented students from disadvantaged backgrounds into university?

Dr Jo Rose, Senior Lecturer in Education, Bristol University Graduate School of Education

Dr Jo Rose, Senior Lecturer in Education, Bristol University

There are many bright young people who come from disadvantaged family or school contexts where university attendance is not the norm.

As part of the High-Potential Learners Project, we investigated how these young people could be supported in making decisions about university. In particular, we wanted to know how to encourage high-achieving young people to consider the highly-selective, research-intensive, Russell Group universities as an option.

Over a period of two years, we worked with a group of 44 sixth-form students from schools across Bristol, to understand how and why they made decisions about university. We also analysed a large-scale, nationally-representative dataset of 2290 high-attaining learners who had turned 18 in 2009/10.

Our project found that school context was highly important with regards to subsequent university attendance, and identified some of the ways in which schools and universities can work together to support students’ decision-making.

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Why we need to teach political philosophy in schools

Dr Jonathan Floyd, Lecturer in Political Theory, SPAIS, University of Bristol

Dr Jonathan Floyd, Lecturer in Political Theory, SPAIS, University of Bristol

What is the spectre haunting Europe today? It’s simple. The thing that truly dogs us, that really drags at our heels, is ignorance. Ignorance of the fundamental ideas at the heart of politics. Ignorance of the key terms of political argument: liberty, equality, power, justice, and so on. Ignorance of the subject matter of political philosophy.

This ignorance is a spectre precisely because it is invisible to us. You might, for example, not know how a microwave works. But you know you do not know that. Now imagine there are purple aliens growing yellow mushrooms on the other side of the moon. In this case you are unaware that you unaware of them.

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Tongue-tied: Britain has forgotten how to speak to its European neighbours

Dr Martin Hurcombe, Reader in French Studies, University of Bristol

Dr Martin Hurcombe, Reader in French Studies, University of Bristol

The decline in the number of students of modern languages from GCSE to degree level is an annual lament. Only 10,328 pupils in the UK took French at A Level in 2015 and although Spanish enjoyed a rise in entries at A Level of 14%, German continued its steady decline.
As Vicky Gough, schools adviser at the British Council, noted last year, the study of French and German at A Level has declined by more than 50% since 1999.

Similar patterns can be observed at GCSE where entries for French, for example, declined by 40% between 2005 and 2015. The rise in interest in Arabic and Portuguese has not offset the overall trend towards the marginalisation of language learning in Britain’s secondary schools, and most notably those in the state sector.

A Level language entries, 2006-2015. JCQ

A Level language entries, 2006-2015. JCQ

It’s hard for language learners and teachers to remain optimistic in this climate, and harder still with widespread Euroscepticism and the possibility of the UK voting to leave the European Union in a referendum on June 23.

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From the narrative of failure to the narrative of potential?

Professor David Berridge. Professor of Child & Family Welfare. He is a leading national and international child welfare researcher and is author/co-author of 13 books and numerous other chapters and articles.

Professor David Berridge. Professor of Child & Family Welfare. He is a leading national and international child welfare researcher and is author/co-author of 13 books and numerous other chapters and articles.

David Berridge, Professor of Child and Family Welfare at the School for Policy Studies, considers the process of making an impact on policy and practice by discussing his research on children in care.

It is interesting, and advisable, at the completion of a research project to reflect on how it went. There can be a tendency to delay this process, encouraged by feelings of relief as well as driven, no doubt, by the need to catch-up with other, overdue responsibilities.

These thoughts were with me at the end of 2015 on the conclusion of our research on the Educational Progress of Looked After Children in England.  Many challenges arose, including: obtaining and analysing large government databases; negotiating access to six contrasting local authorities; contacting groups of older teenagers in care, their social workers, carers and teachers; obtaining and analysing large amounts of qualitative data; and writing-up the results.

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Schools need to do more to improve children’s religious literacy

Tariq Modood, Professor of Sociology, Politics and Public Policy

Tariq Modood, Professor of Sociology, Politics and Public Policy

This article was originally posted on The Conversation.

British society is in serious need of higher levels of religious literacy. The potential for misunderstanding, stereotyping and oversimplification based on ignorance is huge – and schools have a big part to play in putting this right.

Religion has dramatically changed in Britain. Fewer people profess Christianity, more profess a post-Christian spirituality, humanism or atheism, while Muslim, Sikh, Hindu and Jewish communities assert themselves in public and seek to play a role in shaping policies.

Yet the degree of understanding of these faith actors and of religion in general is low. The need for investment in religious literacy is one of the main themes of the Commission on Religion and Belief in British Public Life (CORAB), which has just published a report called Living With Difference – in which I was involved as a member of the steering group. As religious literacy and experience of diversity begins at school, we have recommended some changes to the place of religion in state education.

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Is it really worth investing in smaller primary school classes?

Justin Dillon, Professor of Science and Environmental Education, Head of Graduate School of Education

Justin Dillon, Professor of Science and Environmental Education, Head of Graduate School of Education

Ed Miliband’s pledge that Labour, if elected, would limit school classes for five, six and seven-year-olds to 30 pupils reignites a core question about how best to spend money to improve education.

In making this a plank of Labour’s emerging manifesto, Miliband blames the coalition government and, in particular, the former education secretary Michael Gove, for a trebling of the number of primary pupils in classes with more than 30 children from 31,265 in 2010 to 93,345 in 2014.

Labour’s policy – which echoes a pledge by Tony Blair  in 1997 – might appeal to parents and teachers, but it is also backed by evidence that smaller class sizes do help push up attainment in the first years of primary school.

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The abolition of AS-Levels will make assessing university applicants harder: greater reliance on GCSE results will penalise late developers

Michael Gove and David Laws justified their decision to restructure A-level examinations on the basis of a flawed piece of statistical research, claiming that the absence of AS-level grades for university applicants would not harm the admissions process. Ron Johnston, Richard Harris, Tony Hoare, Kelvyn Jones and David Manley of the School of Geographical Sciences at the University of Bristol have re-examined the data and reached a contrary conclusion: without AS-Levels, late developers – which may include many from educationally-disadvantaged backgrounds – could well have their potential to succeed on a degree course at a prestigious university not recognised.

In 2013 the former UK Education Secretary, Michael Gove, and his Minister of State, David Laws, decided to change the A-Level qualifications taken by English and Welsh post-16 students with academic aspirations. Most of those students currently take GCSE examinations at age 16, in eight or more subjects. In the first post-compulsory year they are examined in four subjects leading to the award of AS-level grades followed, a year later, by exams in three or all four of them for A2 qualifications. The AS and A2 marks are combined to form an A-Level grade.

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The FAB Kids outreach project

Dr Mark Edwards, Research Associate, School for Policy Studies

Dr Mark Edwards, Research Associate, School for Policy Studies

Food, Activity and Bodies (FAB) Kids is a school outreach project based on the importance of healthy lifestyles. It’s a free, fun and educational workshop aimed at encouraging children to think critically about their lifestyle choices (with regards to nutrition and physical activity in particular).

The project, led by Dr Mark Edwards, is being delivered by research staff in the University of Bristol’s Centre for Exercise, Nutrition and Health Sciences (ENHS). We do a lot of research into physical activity and nutrition, and much of this research is conducted in primary schools in Bristol and the surrounding counties. FAB Kids is our way of thanking the schools and children who take part in our research.

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Learning from the sharp end: Education for sustainable development in small states

Terra Sprague, Research Fellow, Graduate School of Education

Terra Sprague, Research Fellow, Graduate School of Education

Small Island Developing States (SIDS) are quickly finding themselves at the sharp end of global climate change, yet they often get overlooked when it comes to international policy deliberations and decisions. So, why should we listen, and what can we learn?

When it comes to global policy deliberations about internationally agreed education targets and goals, such as the Education for All (EFA) goals and the education-related Millennium Development Goals (MDGs), small states have often found that their priorities are largely overlooked.

Michael Crossley, Professor of Comparative and International Education

Michael Crossley, Professor of Comparative and International Education

At the Education in Small States Research Group in the Graduate School of Education (GSoE), our recent research focuses upon the educational policy priorities of Commonwealth small states, and others with populations of up to 1.5 million. There are 32 of these states within the Commonwealth alone, generally concentrated in the Caribbean and Pacific regions, but with some additional members such as Botswana and Namibia. These states often share common factors such as isolation, remoteness, and susceptibility to natural disaster shock, but they are extremely diverse in terms of their cultures, languages, human development indicators and gross domestic product (GDP).

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