IOE120: Powerful voices - young people as active citizens
19 May 2022, 4:00 pm–5:30 pm
This IOE120 Conversation focuses on the work of IOE's Department of Curriculum, Pedagogy and Assessment and its research with children and young people in schools.
This event is free.
The event will examine the participatory nature of the Department's research and spotlight the power and skill of children and young people in schools to contribute to educational research impact.
There will be a panel of researchers from the Department of Curriculum, Pedagogy and Assessment and videos from a number of pupils from recent research projects in schools. The pupils will discuss and critique their role in the research projects.
About the Department of Curriculum, Pedagogy and Assessment
Many academics in the Department of Curriculum, Pedagogy and Assessment (CPA) work and research in schools with children and young people, either as teacher educators, teacher developers or classroom researchers. CPA therefore has unique access to the children and young people in schools whom educational research and practice ultimately serves. This event will showcase a selection of this work, illustrating the power of the voice of children and young people within CPA's work and demonstrating the subsequent impact it has had on research, policy and practice.
More from the Department
Children’s Experiences of Classrooms: Talking About Being Pupils in the Classroom by Eleanore Hargreaves
Children's Rights Education in Diverse Classrooms: Pedagogy, principles and practice by Lee Jerome and Hugh Starkey
- Golding, J. (2021). Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic. Teaching Mathematics and its Applications 37/2, 98-112.
- Hargreaves, E. (2021). Life-history research with children: extending and enriching the approach. Children and Society: the international journal of childhood and children's services.
- Hargreaves, E. (2019). Feeling Less Than Other People: attainment scores as symbols of children's worth. FORUM. doi:10.15730/forum.2019.61.1.53
- Hargreaves, E., & Elhawary, D. (2021). Children’s experiences of agency when learning English in the classroom of a collectivist culture. System. doi:10.1016/j.system.2021.102476
- Hargreaves, E., El Hawary, D., & Mahgoub, M. (2018). ‘The teacher who helps children learn best’: affect and authority in the traditional primary classroom. Pedagogy Culture and Society. doi:10.1080/14681366.2017.1314318
- Hargreaves, E., & Affouneh, S. (2017). Pupils’ fear in the classroom: Portraits from Palestine and England. Journal of Research in Childhood Education: an international journal of research on the education of children.
- Leaton Gray, S., Saville, K., Hargreaves, E., Jones, E., & Perryman, J. (2021). Moving Up: Secondary school transition processes during the COVID-19 pandemic. London, UK: UCL Institute of Education.
- Mason, K., Grima, G., Redmond, B., Hill, J., Carter, P., Golding, J. & Meredith, J. (2021) A Level Mathematics Qualification Efficacy Report. Pearson UK.
- Moula, Z., Walshe, N., & Lee, E. (2021). Making Nature Explicit in Children’s Drawings of Wellbeing and Happy Spaces. Child Indicators Research, 14 (4), 1653-1675. doi:10.1007/s12187-021-09811-6.
- Redmond, B., Golding, J., and Grima, G. (2021) ‘Hard to focus, difficult to learn’: Covid19 Impacts on teaching, learning and progression for A Levels in Mathematics. In Marks R.M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 41 (2) June 2021.
- Redmond, B., Golding, J., and Grima, G. (2020b) Covid 19: Impacts on teaching, learning and progression for A Levels in Mathematics. In Marks R.M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 40 (3) November 2020.
- Redmond, B., Golding, J., and Grima, G. (2020a) Teaching and learning for ‘moving goal-posts’: reformed A Levels in mathematics in Marks R.M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 40 (1) March 2020.
- Redmond, B., Golding, J., and Grima, G. (2019) Handling a large data-set post-16: learning and assessment in Curtis, F. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 39 (1) March 2019.
- Starkey, H., Akar, B., Jerome, L., & Osler, A. (2014). Power, Pedagogy and Participation: ethics and pragmatics in research with young people. Research in Comparative and International Education, 9(4), 426-440. doi:http://dx.doi.org/10.2304/rcie.2014.9.4.426
- Golding, J., Redmond, R. & Grima, G. Transformation of mathematics assessments in England: student and teacher stories of opportunities and challenges during the pandemic.
- Golding, J., & Grima, G. Understanding learning loss during the pandemic: implications for assessment.
Children holding banner at climate change protest. Image: Julian Meehan via School Strike 4 Climate on Flickr (CC BY 2.0).
About the Speakers
Fulbright Fellow at IOE
Vickie M. Crockett, EdS, has been in the field of education for 23 years. She holds a BA in Literature as well as an MSE and EdS in Curriculum and Instruction. Her content specialisation is in Secondary Reading and Literature, and she has spent 20 years in the classroom supporting learners from a wide range of ability levels. Vickie has also held several leadership roles including mentor teacher, departmental head, advanced learning liaison, and high-risk recovery lead. In addition to her instructional background, Vickie is a passionate advocate for students from marginalised and under-served student populations. She has engaged in national and international work around this theme in the USA, China, Spain, and Brazil where she worked with partner agencies on developing culturally relevant content and instructional practices.
A current Fulbright fellow at IOE, Vickie is conducting an action-research study on culturally inclusive teaching and learning and its impact on outcomes for non-majority students. While at IOE, Vickie will be partnering with local schools to study effective strategies and to support outcomes for representative student communities. Her goal is to contribute to policy around pedagogy and teacher preparation to meet the needs of increasingly diverse student populations.
Dr Jennie Golding
Associate Professor at IOE's Department of Curriculum, Pedagogy and Assessment
Dr Jennie Golding is widely involved in national and international education policy development, especially in mathematics education; her research is at the nexus of policy and practice. Jennie has been vice-chair of the national ACME (Advisory Committee for Mathematics Education) and President of The Mathematical Association, and currently serves on several national education fora, including as an officer of the Joint Mathematical Council of the UK, in Royal Society mathematics education consultative groups, and as a member of the APPGs for the Teaching Profession and for Pedagogy, Curriculum and Accountability.More about Dr Jennie Golding
Professor Eleanore Hargreaves
Professor Learning and Pedagogy at IOE's Department of Curriculum, Pedagogy and Assessment
Professor Eleanore Hargreaves researches with children about their own learning and experiences of classrooms. Attention to this is partly a matter of hearing the voices of marginalised groups, since children’s perspectives are rarely included in strategic research or policy programmes. This focus on children’s insights about learning and schooling is also fundamental in progressing schools’ agenda for well-being and social justice, in UK and globally. Eleanore is particularly keen to hear the voices of children from countries and situations in which they are most frequently side-lined, such as in middle/low income countries, migration situations and primary-school classrooms.More about Professor Eleanore Hargreaves
Dr Tamjid Mujtaba
Principal Research Fellow at IOE's Department of Curriculum, Pedagogy and AssessmentMore about Dr Tamjid Mujtaba
Dr Katya Saville
Lecturer (Teaching) at IOE's Department of Curriculum, Pedagogy and Assessment
Dr Katya Saville trained as a primary teacher and Science specialist and taught for 17 years in London, Derbyshire and in state bilingual schools in North Carolina, USA and Berlin, Germany. During this time, Katya trained as a forest school leader and also worked as an English methodology trainer for two years in Eritrea. Katya started working on the MA Education at UCL in 2017, in her final stages of her PhD on bilingual education reform through free school legislation. Prior to her research on school transition, she has also led research on apprenticeship assessments and impact evaluations of English learning schemes. She has also taught at Leeds Trinity University on language learning in the primary classroom, practitioner enquiry and outdoor learning on the BA and MA in Education and Primary PGCE.More about Dr Katya Saville
Professor Hugh Starkey
Professor of Education at IOE's Department of Curriculum, Pedagogy and Assessment
Professor Hugh Starkey’s research interests are education for democratic citizenship and human rights education (EDC / HRE) developed in an intercultural perspective. Hugh has a background in distance education and his master's level and doctoral students engage in research into citizenship and intercultural education in contexts including East Asia, Middle East, Latin America and Europe. He has been editor of London Review of Education since 2014 and is a founding board member of the journal Human Rights Education Review. Since 2019 he has been founding co-director of the World Educational Research Association's International Research Network on Human Rights Education (WERA IRN HRE).More about Professor Hugh Starkey
Professor Nicola Walshe
Professor and Head of Department at IOE's Department of Curriculum, Pedagogy and Assessment
Prof Nicola Walshe is Head of the Department of Curriculum, Pedagogy and Assessment and Executive Director of the Centre for Climate Change and Sustainability Education at IOE.
Previously she gained a PhD in Glaciology and taught and worked as Head of Geography in three secondary schools in the UK before going on to lead the Geography PGCE course at Cambridge University. She then became Head of the School of Education and Social Care at Anglia Ruskin University, where she had overarching responsibility for the leadership of education, research and knowledge exchange across both education and social work provision.
Nicola is co-convenor of the Environmental and Sustainability Education Research (ESER) network in the European Educational Research Association (EERA) and Secretary of GEReCo (Geography Education Research Collective). Her research is predominantly in the field of geography education, with a focus on high quality teacher education practices in environmental and sustainability education. Her recent AHRC-funded project, Eco-Capabilities, explores the process by which arts-in-nature practice supports children’s connection with the environment and, thereby, their wellbeing.More about Professor Nicola Walshe