post by MARK JENNETT
An Independent Trainer, Consultant and Writer
“Here’s the thing: Being gay is not an issue, it is an identity. It is not something that you can agree or disagree with. It is a fact, and must be defended and represented as a fact.” – David Levithan.
I love this quote. It encompasses what I have been saying to teachers and students for over a decade. LGBTQ (lesbian, gay, bisexual, trans & queer/questioning) young people and families pop up everywhere and, whether we think that’s OK or whether we think they’re going straight to Hell, they have the same rights as everyone else to an education that addresses their needs and endorses their identity. Continue reading Will statutory PSHE make schools more LGBTQ-friendly?
post by MHAIRI C BEATON
University of Aberdeen
At present, student voice is widely considered to be integral to much that occurs within educational systems across the world. Whilst pupils have been formally consulted within educational research for many years (Cortis and Grayson, 1978), there has been a recent upsurge in interest in involving children and young people as active participants. This is mirrored in proposals to promote their participation in decision making in a range of aspects of their school life including agency in relation to their learning (Flutter and Rudduck, 2004). Continue reading Promoting Inclusion Through Authentic Pupil Voice
post by MARGARET EGAN
Department of Special Education at Mary Immaculate College, University of Limerick
From an international perspective, the over-representation of students from minority groups in special education placement is well documented in the research literature (Artiles et al., 2011; Ahram, et al. 2011; Skiba, et al. 2006; Valencia, 2010; Zion and Blanchett, 2011). My recent research in Ireland builds and expands on such research as it brings the intersectionality between social class and placement in special education centre-stage. The research highlights empirically, the disproportionality of students from lower socio-economic status (LSES) backgrounds in special education programmes. Moreover, empirical data illustrate that ‘students least likely to encounter widely available educational resources at home are also least likely to encounter them in school’ (Darling-Hammond, 2010, p. 22). These observations of discomfort mirror the seminal work of Illich (1971) that school can be the problem not the solution to in/equity because it creates mechanisms to discriminate against some and to privilege others. Continue reading Home/School Discontinuity is not Disability
post by NANCY LOMBARD
Reader in Sociology and Social Policy, Glasgow Caledonian University
Men’s violence against women is an endemic social problem within all societies and cultures. Feminist research and activism has maintained that to challenge and prevent men’s violence against women, changing attitudes and behaviour are key. My current and ongoing research examines what young people think about men’s violence against women with a view to generating theoretical insights and informing prevention work in this area. Continue reading Gender Inequality and Violence: The role of schools
post by RICHARD HATCHER
Birmingham City University
Under the Coalition government local authorities (LAs) have been disempowered and marginalised. This post argues for the re-empowerment and democratisation of the role of LAs under a Labour government on two interrelated grounds: educational effectiveness and civic democracy.
Various forms of school support partnerships have spread, but without centralised local coordination and direction support can be patchy due to competition and lack of capacity [1, 2, 3, 4]. The marginalisation of LAs, the spread of academies and the coercive pressure of the ‘standards’ agenda depoliticises LAs and minimises local democratic accountability. Continue reading Democratising the local school system