Volume 20 • Issue 1 • 2022

Research article


Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists

Barbara Adewumi, Laura R. Bailey, Emma Mires-Richards, Kathleen M. Quinlan, Evangeline Agyeman, Aisha Alabi, Miriam Jeyasingh, Collins Konadu-Mensah, Wayne Lavinière, Patrice Mighton, Tore Shortridge, Dave S.P. Thomas and Nain Wassamba-Wabelua

2022-01-05 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonizing the Higher Education Curriculum

Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk

Victoria Cook, Fiona Maine and Anna Čermáková

2022-01-12 Volume 20 • Issue 1 • 2022

Education for collaboration: the influence of the third space on professional boundaries

Laura Knight, Paul Crampton, Alex McKeown, Arun Arora, Charlotte Cliffe, Catherine O’Keeffe and Ann Griffin

2022-01-19 Volume 20 • Issue 1 • 2022

Methodologies for decolonising geography curricula in the secondary school and in initial teacher education

Cyrus Nayeri and Elizabeth A.C. Rushton

2022-02-02 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

Decolonial approaches to school curriculum for Black, Indigenous and other students of colour

Monisha Bajaj

2022-02-09 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

Decolonising the school experience through poetry to foreground truth-telling and cognitive justice

Catherine Manathunga, Shelley Davidow, Paul Williams, Alison Willis, Maria Raciti, Kathryn Gilbey, Sue Stanton, Hope O’Chin and Alison Chan

2022-02-16 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

What does it mean to decolonise the school music curriculum?

Chris Philpott

2022-03-02 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun

Paulina Moya-Santiagos and Javiera Quiroga-Curín

2022-05-11 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

Decolonisation of curriculum: the case of language education policy in Nepal

Prem Prasad Poudel, Liz Jackson and Tae-Hee Choi

2022-06-01 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

Considering the role of social media: #BlackLivesMatter as a pedagogical intervention to decolonise curriculum

Thashika Pillay, Claire Ahn, Kenneth Gyamerah and Shuyuan Liu

2022-06-08 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

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

The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis

Kerem Coskun and Cihan Kara

2022-06-29 Volume 20 • Issue 1 • 2022

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

David Mitchell and Alexis Stones

2022-07-20 Volume 20 • Issue 1 • 2022

Private school choice among Muslim parents: the public–private school decision in Delhi, India

Manjuma Akhtar Mousumi and Tatsuya Kusakabe

2022-08-03 Volume 20 • Issue 1 • 2022

The bachelor’s degree in college systems: history, evidence and argument from England

Jennifer Allen and Gareth Parry

2022-08-10 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Colleges as Anchor Institutions in their Local Community

‘Employers at the heart of the system’: whose system is it anyway?

Prue Huddleston and Suzie Branch-Haddow

2022-08-17 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Colleges as Anchor Institutions in their Local Community

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

Developing English VET through social partnership in further education

Norman Crowther, Mark Addis and Christopher Winch

2022-09-21 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Colleges as Anchor Institutions in their Local Community

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

Research claims within the education industry: managing reflective practice

Sinéad Fitzsimons and Stuart D Shaw

2022-10-05 Volume 20 • Issue 1 • 2022

What determines logistics sub-degree students’ decision to pursue a bachelor’s degree?

Calvin Cheng and Simon S.M Yuen

2022-10-18 Volume 20 • Issue 1 • 2022

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

Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group

Peter Browning, Katy Highet, Rowena Azada-Palacios, Tania Douek, Eleanor Yue Gong and Andrea Sunyol

2022-11-16 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

Creating value from co-designing CoMOOCs with teachers in challenging environments

Eileen Kennedy, Chika Masuda, Rym El Moussaoui, Elaine Chase and Diana Laurillard

2022-11-23 Volume 20 • Issue 1 • 2022

Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors

Susan James Relly and James Robson

2022-11-30 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Colleges as Anchor Institutions in their Local Community

Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education

Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri and Elizabeth Briant

2022-12-07 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Rising to the challenge of teacher education to prepare teachers for today’s world

Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands

Verity Jones, Saptarshi Mitra and Nobina Gupta

2022-12-14 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Rising to the challenge of teacher education to prepare teachers for today’s world

Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum

Asma Lebbakhar, Kate Hoskins and Anne Chappell

2022-12-14 Volume 20 • Issue 1 • 2022

The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts

Aimee Quickfall, Philip Wood and Emma Clarke

2022-12-21 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Rising to the challenge of teacher education to prepare teachers for today’s world

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

Discussion article


The rebirth of the call for antiracism in schools: learning from the past

Yaa Asare

2022-05-18 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

Decolonising curriculum in education: continuing proclamations and provocations

Richard Race, Pere Ayling, Dorrie Chetty, Nasima Hassan, Stephen J McKinney, Lauren Boath, Nighet Riaz and Saima Salehjee

2022-05-25 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

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

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

Education and equalities in Britain, 2010–2022: due regard and disregard in a time of pandemic

Robin Richardson

2022-07-13 Volume 20 • Issue 1 • 2022

Decolonising the school curriculum in an era of political polarisation

Shahnaz Akhter and Matthew Watson

2022-08-10 Volume 20 • Issue 1 • 2022

Also a part of:

Special feature: Decolonising the School Curriculum

A primary school head teacher’s experience of pressure to join a multi-academy trust

Lee Faris

2022-11-16 Volume 20 • Issue 1 • 2022

Book review


Book review: Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj

Hugh Starkey

2022-03-09 Volume 20 • Issue 1 • 2022

Book review: Outlines of a Theory of Plural Habitus: Bourdieu revisited, by Miklós Hadas

Jingbo Ma

2022-07-06 Volume 20 • Issue 1 • 2022

Book review: Neo-Nationalism and Universities: Populists, autocrats, and the future of higher education, by John Aubrey Douglass

Philip Altbach and Tessa DeLaquil

2022-09-28 Volume 20 • Issue 1 • 2022

Book review: The Philosophy of Higher Education: A critical introduction, by Ronald Barnett\

Paul Temple

2022-11-16 Volume 20 • Issue 1 • 2022

Book review: Gender, Culture, and Disaster in Post–3.11 Japan, by Mire Koikari

Sum Yue (Jessica) Ko

2022-12-21 Volume 20 • Issue 1 • 2022