In this blogpost CollectivED Advisory Board member and Carnegie School of Education PhD student Charmaine Roche invites participants to join a special CollectivED symposium.
In September 2020 schools will be required to implement the new statutory guidance on Relationships Education for primary schools and Relationships and Sex Education for secondary schools. This guidance was last updated in 2000 and the revisions in the 2020 guidance reflect the changes in society that have occurred since that time.
Despite years of monitoring and targets, the professional workforce of education, from early years to university, remains generally unrepresentative of the wider population that it serves, in terms of indices such as gender, social class and ‘race’; this is even more marked at leadership levels (Cabinet Office, 2017). The production of educational knowledge is, therefore, predominantly the outcome of the collective contributions of a partial and skewed sample, with restricted opportunities for its underpinning assumptions to be challenged by those who can offer different gender, social and cultural perspectives.
Bridging the Generation Gap to Produce Peer Mentoring Programmes for Unaccompanied Asylum-Seeking Children in Leeds
On 4 September, seven students were awarded Certificates of Attendance for their contribution to the development of a new Peer Mentoring Programme designed to help Unaccompanied Asylum-Seeking Children (UASC) settle in to life in Leeds.
How do white people do anti-racist work in the context of pervasive institutional whiteness across our educational institutions?
This is a thorny question. Any response will have a range of complex and challenging dimensions for educators working from a social justice ethos; educators like those of us in the Carnegie School of Education at Leeds Beckett.
Dr Shona Hunter