-
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 Starkey, IOE, UCL's Faculty of Education and Society, UCL, UK.
Prof Li Wei, IOE, 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:
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:
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:
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:
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:
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:
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:
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:
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:
Fred Clarke, the Institute of Education (London) and educational studies
Gary McCulloch
2022-10-26 Volume 20 • Issue 1 • 2022
Also a part of:
Phantasy and play: Susan Isaacs and child development
Sandra Leaton Gray
2022-11-02 Volume 20 • Issue 1 • 2022
Also a part of:
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:
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:
Commentary
Richard Peters and his legacy
John White and Patricia White
2022-07-06 Volume 20 • Issue 1 • 2022
Also a part of:
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:
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:
Review article
Berry Mayall and Roy Bhaskar: critical thinkers
Priscilla Alderson
2022-07-27 Volume 20 • Issue 1 • 2022
Also a part of:
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: