• IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

    IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development


The  Institute of Education (IOE, UCL's Faculty of Education and Society, UCL, UK) is the direct descendant of the London Day Training College that opened 6 October 1902. The London Review of Education celebrates this significant 120th anniversary with a special feature examining and critically celebrating people, ideas, movements and research associated with IOE in the past and present whilst looking to the future. 

Publication date: From June 2022 - February 2023. 



Guest Editors

Prof Hugh StarkeyIOE, UCL's Faculty of Education and Society, UCL, UK.
Prof Li WeiIOE, UCL's Faculty of Education and Society, UCL, UK.



Article list 


Editorial


The 120th anniversary of IOE: critical engagement with educational and social thought, practice and development

Hugh Starkey and Li Wei

2023-01-18 Volume 21 • Issue 1 • 2023

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Research article


Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain?

Martyn Hammersley

2022-06-15 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London)

Namrata Sharma

2022-06-15 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Education, decolonisation and international development at the Institute of Education (London): a historical analysis

Elaine Unterhalter and Laila Kadiwal

2022-06-22 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon

Claire Goodley and Jane Perryman

2022-08-25 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Pressing times, losing voice: critique and transformative spaces in higher education

Ahmad Jaber Benswait and Miguel Pérez-Milans

2022-08-31 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

A participatory approach to embedding evidence in practice to support early language and communication in a London nursery school

Sinead Harmey, Lynn Ang and Julian Grenier

2022-09-07 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Knowledge, culture and the curriculum in Britain, 1944 to the present

John Morgan

2022-09-28 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Thomas Coram: the life and times of a research unit at the Institute of Education (London)

Julia Brannen, Peter Moss, Charlie Owen and Ann Phoenix

2022-10-19 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Fred Clarke, the Institute of Education (London) and educational studies

Gary McCulloch

2022-10-26 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Phantasy and play: Susan Isaacs and child development

Sandra Leaton Gray

2022-11-02 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Design in Gunther Kress’s social semiotics

Elisabetta Adami, Sophia Diamantopoulou and Fei Victor Lim

2022-11-09 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

The Worlds of UCL: teaching, learning and institutional histories

Georgina Brewis and Kathryn Hannan

2023-02-08 Volume 21 • Issue 1 • 2023

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Commentary


Richard Peters and his legacy

John White and Patricia White

2022-07-06 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Discussion article


Knowledge and sociality: on the Institute of Education (London) as a second home

Michael W Apple

2022-06-15 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

A reply to ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal

Palesa Molebatsi

2023-07-19 Volume 21 • Issue 1 • 2023

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Review article


Berry Mayall and Roy Bhaskar: critical thinkers

Priscilla Alderson

2022-07-27 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

The development of primary teacher education at the Institute of Education (London), 1977–1986

Rosemary G Davis

2022-09-21 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development

Ann Oakley: new learning and global influence from working across conventional boundaries

Sandy Oliver

2023-01-24 Volume 21 • Issue 1 • 2023

Also a part of:

Special feature: IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development