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The article provides an overview of Black Papers project on education in Great Britain. The project is the way the sorting of people into gradations of intelligence and dullness can work against commitments to social justice. It also informs on editors C.B. Cox and A.E. Dyson became embroiled in a national conversation about the Harold Wilson government's attempts to dismantle the provisions of the 1944 Education Act and abolish the grammar schools.

This article aims to present the transformations as well as the decline of the Froebelian occupation of paper folding that took place in Great Britain between 1851 and the 1920s. Froebel’s original intention was to transmit implicit mathematical knowledge to be learnt by means of folding several shapes. In contrast to his account of paper folding, which presented it as a way of understanding several abstract mathematical concepts, the manner in which this occupation was re-conceptualised in Great Britain tells a different story. After surveying the changes in the British conception of Froebelian ideas in the second half of the nineteenth century through the various published manuals, I then explore the period between 1892 - the opening of the Froebel Educational Institute - and 1924. Looking at the examination syllabi of the National Froebel Union, the examination papers, and their various appendices, as well as studying the approaches of the British mathematical community to folding at the end of the nineteenth century, the article will try to illuminate - via the inspection of the decline of mathematical education via folding in kindergartens - how formal work became discredited and eventually, in part, disappeared. [ABSTRACT FROM AUTHOR]

This article deconstructs the language of the 2010 UK Coalition Government's White Paper, The Importance of Teaching. It uses analytical frameworks related to rhetoric established by Aristotle and Cicero. It explores the mechanisms of language using both critical discourse analysis and content analysis, offering quantitative data on the content of the paper and qualitative data on the literary strategies employed. It is concerned not only with how what is communicated persuades but also the ethics of persuasion; what is suggested and to what end. The article suggests a mutually reinforcing relationship between poverty of language and poverty of thought. The Coalition Government asserts an heroic stance to act radically to free victimised teachers from the burdens of bureaucracy imposed by the previous government. However, rather than radical action to make change, the findings suggest that the White Paper presents an illusory carapace of change that conceals fundamental continuity. It reassures all of the commitment of government and audiences to change while sustaining education as fundamentally unchanged. [ABSTRACT FROM AUTHOR]

This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, adopting a dialectical approach, and embracing an empowering mindset when investigating language teacher emotions. It also highlights important directions for future research, advocating for a conceptual shift toward examining teacher emotional labor as a distributed practice with a participatory and transformative orientation. Furthermore, the significance of both "looking inward" to delve into specific types of emotions and their interactions as well as "looking outward" to explore how emotions relate to other crucial dimensions of language teachers' professional practices such as identity, mindfulness, and resilience, is emphasized. [ABSTRACT FROM AUTHOR]

Contrary to common assumptions, the vast majority of the world's refugees reside in neighbouring countries in the Global South. This paper explores the complex interaction of global vocational education policies with the local realities of five communities within the under-researched yet highly relevant refugee context of India, across three major cities. It examines whether the stated policy purpose of VET addresses the practical requirements and aspirations of refugees. Drawing on interviews, focus groups, and participatory drawing with 66 respondents from Afghan, Rohingya, Somali, Chin, and Tibetan communities, and staff members from refugee organisations, this paper argues for a move away from the unidimensional goal of economic self-reliance for refugees. By bridging the capabilities approach with intersectionality, the paper calls attention to, and draws policy suggestions for, increment and diversification of VET opportunities to address multiple facets of refugees' lives, and their inclusion in national VET institutions. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to encourage re-reading and re-evaluation of a series of educational polemics published in the UK in the 1960s and 1970s, the Black Papers. These works proposed, for the most part, avowedly conservative views on education: condemning so-called "progressive" teaching methods and the re-organisation of secondary schools in the UK (especially England) into non-selective comprehensives. It is argued, however, that much said and written about the Black Papers since has concentrated only on selected "high profile" contributors, to the neglect of other contributors, often anonymous, whose comments were sometimes more measured/thoughtful. Design/methodology/approach - The work proceeds first by re-visiting the facts surrounding the writing of the Black Papers and their critical reception. It then analyses the nature of the contributors and describes selected essays not usually referred to when the Black Papers are discussed by historians and others. Findings - The work finds that the Black Papers are often infuriatingly and unhelpful polemical in nature but that much written about them since has concentrated only on selected contributors, ignoring others who were more measured. Originality/value - The work is perhaps the first critical re-reading of the Black Papers in any depth in several decades. It does not simply dismiss them as hysterical rants by ill-informed authors and suggests that they re-pay careful attention, despite their often polemical nature. [ABSTRACT FROM AUTHOR]

In 2014, the OECD-PISA's Governing Board approved the addition of a set of global competence measures to its Programme of Student Assessment. In our paper, we explore whether and how there are discursive shifts between the two framing papers (2016/2018) and what the outcomes are for policy-shaping. To this end, we employ Network Text Analysis to map shifting semantic configurations. We show that (i) the concept of 'global competence' is radically redefined through the simplification and polarisation of the semantic universe surrounding it, (ii) that the concept 'global' becomes a shifting signifier which enables the establishment of an equivalence between the two studied documents, and that (iii) in this process, concepts such as 'culture' are now erased in the 2018 text. Our findings show the dramatic change of approach between the two documents reinforces a narrative that is familiar to the OECD around knowledge economy proxies. [ABSTRACT FROM AUTHOR]

Discusses papers which attempted to devise methods of measuring the performance of universities in Great Britain. Defence of the institutional profiling method; Critical weaknesses presented by the first-destination survey data used; Issues on institutional progression rates and the employability of its graduates.

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

This paper presents a new visualisation of tensions in developing and delivering undergraduate higher education. It links qualitative research on academics' perceptions of education in one English research-intensive university to known models of knowledge, curricula, pedagogies, student engagement and identities to propose a new conceptual framework. Reworking the 1980s Clark triangle, with its apices of academic oligarchy, state authority and market denoting system tensions, a common apex now merges state and market agendas, and societal pulls are introduced at the third. The paper acknowledges today's complex higher education environment and responds to critiques about the original triangle's static nature, recognising oscillation within the space and adding a fourth apex representing students' identities. The adapted model, supported through academics' lived experiences, makes explicit the spectrum of choices and desired educational outcomes. It offers an important aid to debates on the purpose of higher education and learning and teaching policy and practice. [ABSTRACT FROM AUTHOR]

This paper contributes a discursive perspective on how academics employ self-deprecating humour and laughter to talk about and construct the struggles they faced in academia. Underpinned by ethnomethodological approaches to studying spoken interactions, the paper argues that just as utterances accomplish social actions, academic struggles are discursively constructed. The data came from 30 qualitative interviews with academics working in applied linguistics and related fields in the UK. They ranged from early career researchers to professor emeritus. Drawing insights from higher education studies, pragmatics and interactional linguistics, the paper examines how speakers employed self-deprecating humour and laughter as interactional resources and pragmatic strategies to co-construct understanding, negotiate positioning and enact certain identities in an interview. It also adds a new dimension to higher education studies; in particular, how academics construct their identities through the ways they talked about academic work-related struggles. [ABSTRACT FROM AUTHOR]

The concept of capital has risen in prominence within educational policy and practice in the UK since Ofsted introduced cultural capital into its inspection processes in 2019. At the same time, fractured discourses exist across different types of capital – one of which concerns capitals that are negative in constitution and/or impact. This paper addresses both through: A systematic literature review of these negativities (in social, economic, and intellectual capital) and a thematic analysis of these papers, leading to the derivation of a definition of negative capital. An evaluation of the merit of negative capital via its compatibility with Bourdieu's concepts of social field, social field homology, habitus, and hysteresis. The application of negative capital to a range of examples from educational practice and theory, including a challenge to Ofsted's use of cultural capital. [ABSTRACT FROM AUTHOR]

This research paper investigates the intersection of the maker movement and educational innovation, using the China-U.S. Young Maker Competition as a foundational example. It examines how maker education, fueled by hands-on learning and a curiosity-driven approach, can evolve and influence. The study explores the roles and impacts of Human-Computer Interaction (HCI), Design-Driven Innovation (DDI), and Cross-Cultural Perspectives (CCP) within maker education. It highlights HCI's connection of technology with learning, DDI's focus on user-centered solutions, and the significance of CCP in enhancing cultural collaboration, vital for fostering an innovative and creative future. This paper offers a detailed perspective on the current state and future potential of maker education. It proposes a roadmap for the coming decade, emphasizing collaborative learning and creative endeavors, all set within the engaging environment of the competition. [ABSTRACT FROM AUTHOR]

Singapore has prospered since independence by developing its human resources under a distinctly Singaporean meritocratic system. Recent developments in public discourse, and findings from interviews with leading Singaporean personalities, however, point towards the system's increasing undesirability. Among other problems, our study participants blame the system for worsening class divisions in society; for damaging the mental well-being of students; and for leading to a narrowing of society's definitions of success while leaving Singaporean workers unprepared for challenges of the future economy. Our paper shows that for Singaporeans to be ready for these challenges and to find purpose and meaning in the future economy, the current meritocratic systems require reform. We argue for a new kind of political decision-making to allow Singaporean society to reorder its basic values and priorities towards a more democratic, inclusive and compassionate meritocracy. [ABSTRACT FROM AUTHOR]

The Chilean educational system is widely known as one of the most marketized systems globally. However, new political dynamics have emerged, challenging the extent to which education has been privatised and set in train what we might call the 'unmaking of the market'. Across the literature, there are numerous accounts on making markets. However, what does 'unmaking' the market look like as a project, process, and set of outcomes, especially in a context where markets as a mode of coordination of social life more generally, and education as a sector in particular, have become common sense? This paper draws from a larger study on the making of the education market in Chile over a forty-year period. Focusing on the latest Bachelet's reforms (2014–2018), which aim to roll back privatisation and put into place the strengthening of public education, undoing the institutionalisation and legitimation of market-making mechanisms, and the materialisation of the market through its interiorisation in education actors. Here I show the emergence of a new discourse: a progressive dispute of the public(in)education. Chile finds itself in an interregnum; the old is potentially dying, but a new social order is yet to be born to stabilise a new epistemic moment. [ABSTRACT FROM AUTHOR]

The market for degrees preparing for careers in European politics has developed over the last 20 years. Starting from the French case, this paper proposes to understand how students move towards these orientations. Based on mixed-methods sociological study, the article shows that students in European politics masters programmes are not so much from the international upper bourgeoisie as from the rising middle and upper social classes, for whom international capital is a distinctive resource. Then, it shows that pursuing a European career allows them to reconcile two seemingly contradictory rationales: on the one hand the incentive to specialise urgently to enter the job market and on the other hand the eagerness to prolong their Erasmus experience. The driving force behind these careers is accordingly as in the possibility of starting more an international career than a European one. [ABSTRACT FROM AUTHOR]

Households with children eligible for Free School Meals are at risk of food insecurity. This paper reports on a rapid‐response study that investigated the impact of the school food voucher scheme during the COVID‐19 crisis on young people, families and schools. It pays close attention to the reliance of the state on the goodwill of society and its citizens in feeding those most in need. The Capabilities Approach is used to highlight factors that inhibited and restricted the use of the vouchers to produce the capability of having good nutrition for children in need of Free School Meals. The approach moves towards creating a society where children and young people are able to lead a life of their own choice and contribute to key policy decisions. This qualitative study funded by the British Education Research Association was conducted between September 2020 and March 2021. The study posed two research questions: (1) how have schools responded to COVID‐19 in relation to food during holiday provision; and (2) what have families identified as barriers to accessing the school food voucher scheme? Data collection involved online interviews with young people, schools and organisations (i.e. public health, director from the food industry. etc.). The findings highlight the difficulties with accessing and using the school food voucher and implications for future policy directions. Owing to this being a small‐scale study, it is not generalisable to the wider population but does highlight localised issues. [ABSTRACT FROM AUTHOR]

Shena Simon (1883–1972), a leading English socialist and educationist, actively called for the reform of secondary education in the 1930s and 1940s in order to bring the ideal of ‘equality of opportunity’ into the English educational system. This paper explores the continuity and changes in Simon’s proposed reforms in relation to her ideals of social democracy from the appearance of the Spens Report (1938) to the publication of her book,Three Schools or One?(1948). In addition, Simon’s transnational visits to the Soviet Union, the USA and Scotland, as well as the impact of her international and comparative perspectives on different educational systems on her policy agenda, are also examined. It concludes that as many policy issues shown in the current paper continue to be debated, Simon’s democratic ideals and discourses are still relevant in the present and suggest implications for the future of secondary education in England. [ABSTRACT FROM PUBLISHER]

This paper reports the findings of a systematic review of qualitative research exploring the views and experiences of pupils moving from primary to secondary school in England. The concept of transition is explored before a brief discussion of the policy and legislation surrounding educational transition. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was used to ensure a systematic search, following which seven papers were identified. These were reviewed and appraised using the Critical Appraisal Skills Programme checklist. Analysis of the literature using thematic synthesis identified key concerns for children who had undergone transition from primary to secondary school and factors that supported this. A key theme highlighted was that of relationships, suggesting this as an area that would benefit from further support. Additional factors including emotions, identity, environment and strategies/recommendations were explored. This review is relevant for professionals working with children who will, or have, undergone the transition from primary to secondary school, and explores recommendations to support this transition. [ABSTRACT FROM AUTHOR]

The role of schools in developing a sense of common British identity has taken centre stage in the face of 'racialised' accounts of violence during the twenty first century. In this paper, we argue that certain British education policy documents can be understood as hegemonic interventions seeking to resolve ambiguities surrounding constructions of British identity. We do so by examining the Department for Education (DfE) 'Fundamental British Values' (FBV) guidance within the context of its relationship to the Prevent Duty anti-terrorism programme as well as the 'Political impartiality in schools' guidance released by the DfE in 2022. Utilising Critical Discourse Analysis (CDA) and applying Laclau and Mouffe (2014/1985) conception of hegemony with Hall's (2021/2000) claim that 'Britishness' is an empty signifier, this paper argues that the ambiguities of 'Britishness' present a number of opportunities for power to be exercised and consolidated. Finally, we explore the possible implications for demands to 'decolonise the curriculum' within schools' existing duties and propose possible structural limits placed upon these demands by said duties. [ABSTRACT FROM AUTHOR]

This paper focuses on Pictures for Schools, an art patronage scheme established in postwar Britain by the artist and educationalist Nan Youngman (1906–1995) to sell affordable works of art to educational establishments. Highlighting the use of works of art as a pedagogical tool, Pictures for Schools is contextualised within a wider programme of visual education, which encouraged citizens to be critical observers of the places and objects which surrounded them everyday in postwar Britain. The paper explores the ways in which artworks offered children a critical education across two types of educational spaces, the classroom and the art gallery. Using material from Youngman's archives, it visits a series of educational spaces where, in the decade leading up to the Second World War, and influenced by the educationalists Marion Richardson and Henry Morris, Youngman established the the value of the active, participatory form of art education she later promoted through Pictures for Schools. The paper then explores the ways in which Pictures for Schools worked to develop children's skills as critical observers. At the first Pictures for Schools exhibition, held in 1947 at the Victoria and Albert Museum in London, children voted for their favourite exhibit. At later exhibitions, held annually until 1969, children were given questionnaires which encouraged them to look closely at the artworks. This paper argues that in doing this, Pictures for Schools aimed to develop the critical capacities of future citizens who were asked to play an active part in postwar reconstruction and society. [ABSTRACT FROM AUTHOR]