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Global classroom initiatives in legal education:enhancing employability and preparing future generations
No full textWhat is Evidence Based Practice, and (how) does it work in education?
No full textWe often think of research as a highly technical activity, perhaps based on statistical evidence of the impact of specific interventions – such as techniques, medicines, or other things. We will examine the promotion of ‘Evidence Based Education’ (EBE) policy makers, and some teachers and school leaders in recent years, using the practice of medicine as an example of a profession that has dramatically improved because of better use of research. After considering the advantages and disadvantages, for education and teaching, of looking at research in this way, we will argue for a broader approach. The argument will outline different ways of using research, and the way that different interests might influence it. We will close by proposing that thinking of the study of “education” as an ongoing conversation between parents, teachers, pupils, policy makers and wider society, as well as researchers, might increasingly be necessary to help us understand and improve education in the context of living in a democracy
The trouble with the latest accreditation round for initial teacher education
No full textApplications for the latest accreditation process opened on 26/02/25, for providers wishing to begin delivering Initial teacher training (ITT) AY 2026/27. According to the DfE this targeted round will offer eligible organisations ‘a smooth transition from any existing partnership arrangements.’ (DfE, 2024)In this piece, I present an overview of the previous ITT Reaccreditation (DfE, 2022), alongside the current information required for prospective providers. I take a retrospective view, considering how the conservative government’s attempt at, ‘Delivering world class teacher development,’ (DfE, 2022) ended up decimating the landscape of ITE, leaving those of us left to pick up the pieces. I offer a ‘lessons learned’ perspective and ‘a read with caution’ for those hoping to re-enter the sector. It’s a welcome back laced with spoonful of caution. <br/
Sustaining the teaching profession:innovating the ‘golden thread’ in university-led teacher education
No full textThis paper examines the implications of England's ‘golden thread’ policy framework for teacher education, which describes a state-mandated, linear model of professional learning from initial teacher training and education through to continuing professional development. Our collaborative retrospective analysis of three empirical studies within a university-led teacher education partnership critically examines the experiences of student teachers, early career teachers and mid- to late-career educators. The findings reveal that the policy network of the golden thread, as operationalised through the initial teacher training and early career framework and national professional qualifications, promotes a reductive, compliance-oriented model that marginalises professional agency, critical inquiry and ontological development. In contrast, by considering international movements in many nations towards the kinds of reductive models that dominate in England, the paper argues that to tackle recurrent issues of teacher recruitment and retention, meaningful teacher education must transcend technocratic prescriptions and embrace complexity, reflexivity and co-construction across career stages—a rich tapestry, instead of a single, golden thread. An effective counterweight to performative policy regimes, therefore, requires an original reconceptualisation of the golden thread, in England and beyond, so that a rich, co-constructed and dynamic tapestry supports teachers not only to survive but to thrive in increasingly complex educational environments.</p
Just reflections:developing a curriculum framework for social justice through race equity
No full textIn this conceptual piece, we provide the rationale for, and reflect upon, the creation of a curriculum framework, the ‘Curriculum for Social Justice’ (CfSJ) at Leeds Trinity University (LTU), a relatively small higher education institution in the North of England. We discuss the pedagogic principles that informed the design of the CfSJ, the social justice themes that were chosen for embedding within it, and its focus on race equity as a driving force. We also consider wider philosophical and sociological thinking around inequity and how such thought can be brought to bear, in a positive way, by educationalists and academics to promote student learning experiences that promote improved learning outcomes for all. We incorporate contemporary, radical academic thought in our discussion, considering it as a catalyst for making a meaningful educational intervention with the potential to address, at least in part, some of the persistent inequities in the UK HE system
Written evidence submitted to the UK Parliament:Clause 15 – Limited duty to impose a Criminal Behaviour Order for assaults on retail workers (CPB0004)
No full textThis submission argues that Clause 15, while well-intentioned in protecting retail workers, risks undermining judicial discretion, procedural fairness, and human rights obligations. The proposed duty to consider Criminal Behaviour Orders (CBOs) following conviction introduces a quasi-mandatory element that may lead to inconsistent and overly punitive applications, particularly in lower courts. It may also disproportionately affect vulnerable groups and lack embedded rehabilitative alternatives.Recommendations include amending Clause 15 to reinforce judicial independence, introducing statutory guidance and review mechanisms, and mandating equality impact assessments. Alternative strategies such as enhanced sentencing guidelines, restorative justice, and trauma-informedinterventions are also proposed as more proportionate means of achieving public safety and protection for retail workers
