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This paper reports a study coauthored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a "3A" framework of Awareness, Application, and Action: first, the assessment raised "Awareness" of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could "Apply" in their future careers; and third, "Action" describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum.

This paper examines the tensions between education policy's attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick's final film, "Eyes Wide Shut". My argument is that while the individual and society are both constituted through unavoidable division, antagonism and opacity, these notions are obscured through the operations of fantasy which holds out the promise of wholeness, harmony and redemption. In particular, education serves as a key site in which these fantasmatic ideals are promoted and pursued, a claim I substantiate via an analysis of the UK government's 2016 White Paper, "Educational Excellence Everywhere". Specifically, I read the White Paper in terms of five fantasies of: control; knowledge and reason; inclusion; productivity; and victimhood. My argument is that while fantasy is an inescapable element that inevitably structures what we take to be 'reality', education policy might strive to inhabit fantasy differently, thereby finding ways of escaping its current mode of seeing education with eyes wide shut.

Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in informal science learning (ISL) across four UK sites. We draw on qualitative, multimodal data across 5 years of a research--practice partnership between a university, a zoo, a social enterprise working to support girls and nonbinary youth in STEM, a community digital arts center, and a science center. We identify three key discourses that shaped social justice practices across all four practice--partner sites: (1) "inclusion" for STEM, (2) "inclusion" for the institution, and (3) "inclusion" for minoritized youth. We discuss how educators (n = 17) enacted, negotiated, resisted, and reworked these discourses to create equitable practice. We argue that while the three key discourses shaped the possible meanings and practices of equitable ISL in different ways, educators used their agency and creativity to develop more expansive visions of social justice. We discuss how the affordances, pitfalls, and contradictions that emerged within and between the three discourses were strategically navigated and disrupted by educators to support the minoritized youth they worked with, as well as to protect and promote equity in ISL. This paper contributes to research on social justice in ISL by grounding sometimes abstract questions about power and discourse in ISL educators' everyday work.

Artificial intelligence can support increasingly complex conversational interactions and also has the potential to interpret meanings from free text input and make recommendations based on patterns in data. There are important opportunities to apply this to real-world problems faced in access to education. In this paper, we summarise existing research and trends linking disability support and technology, then report on a survey conducted with students with disclosed disabilities (n = 138) to explore what systems might need to do to effectively understand disabled students in their own words, and provide suggestions of technologies, strategies and resources that could be relevant to overcoming barriers to learning. Through thematic analysis, five approaches that students used to talk about their disabilities are identified(medical, functional, support, experiential and administrative), and three major types of suggestions they make around what supported them and may be useful to others are also identified (external tools, university support and practices, concerns and solutions). The survey approach and the findings of the analysis provide a potential foundation for the effective design of systems that could crowdsource a knowledgebase around disabilities, hold conversations to understand disabilities and barriers and make relevant recommendations to individuals as to how they could overcome these barriers.

In this article, recent legislative changes that have raised the profile of SENCos in English schools are outlined. Key aspects of the current Government's proposals to reform SEND policy, provision and practice and the possible implications of these for SENCos and the schools they work in are discussed. The view that radical reforms outlined in "Support and Aspiration", the SEND Green Paper published in 2011, will benefit the majority of children and young people experiencing difficulties in learning who are taught in mainstream schools is questioned. The article also reflects on whether or not SENCos will need to use their purportedly enhanced status to mitigate the effects of policies that could lead to the needs of some pupils being unmet, and others being marginalised through an expansion of separate forms of provision. Perennial concerns of many SENCos are also identified, and it is argued that these too need addressing if they are to fulfil the pivotal strategic role envisaged for them and avoid having to work as SEND "firefighters". It is suggested that these concerns could be addressed through a review of the SENCo regulations.

This exploratory study reports findings from an "arts-based service-learning" (ABSL) programme where student musicians facilitated "therapeutic community music" (TCM) (Aigen, 2012) for, with, and alongside children and seniors in different community settings. The data primarily comprised student musicians' reflective logs and feedback forms and were analysed through a quality of life lens (Raphael, 2002). This paper discusses the student musicians' reported experiences of belonging (Raphael, 2002). Belonging manifested itself in physical, social, and community aspects. For example, facilitating TCM within a circular format helped the student musicians experience deeper social interactions and a greater sense of inclusion. Moreover, the sense of belonging became a resource for developing resilience, expressing creativity, building professional networks, and experiencing the possibilities of their careers. The study concludes with implications for embedding ABSL in higher education programmes to support learning, enhance well-being, and promote community.

Many research institutions and funders have recently stated their commitment to actively support and promote 'Equality, Diversity and Inclusion' (EDI) in various aspects of health research including Patient and Public Involvement (PPI). However, translating this commitment into specific research projects presents significant challenges that existing approaches, practical guidelines and initiatives have not adequately addressed. In this paper, we explore how the lack of clear justifications for the EDI commitment in existing guidelines inadvertently complicates the work of those involved with PPI and we stress the need for conceptual clarity for any EDI effort to yield meaningful results. Our focus centres on the first principle of the EDI discourse, 'equality', particularly in the form of 'equality of opportunity' as outlined in current guidance provided by the National Institute of Health Research in the United Kingdom. We examine challenges related to justifying and implementing a general, unspecified commitment to equality of opportunity and explain that this reflects a lack of consensus regarding the moral value of PPI in research -- a profound problem that remains unaddressed. We then discuss how the presence of several opposing moral perspectives on PPI, makes determining the most appropriate way of addressing barriers to involvement complex and controversial, raising ethical implications for the work of health researchers, PPI specialists and coordinators. Finally we make suggestions on how future research can enrich the concept of 'equality of opportunity' in PPI and improve practice. While our primary focus is on the NIHR, a strong advocate of PPI in research, this analysis will point to normative and ethical considerations that may be relevant to other research institutions and funding organisations aiming to promote equality of opportunity in their public and patient involvement strategies.

Purpose: Building on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting. Design/methodology/approach: A case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey. Findings: The study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice. Practical implications: Post-COVID engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings. Originality/value: This research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals.

This paper examines staff perspectives on institutional representations of a range of areas of diversity and inclusion in a key post-compulsory education sector: that of UK Higher Education (HE). The paper focuses on comparing representational statements made by institutions with the reality of their lived experiences as perceived by staff. The paper first reviews literature around key issues of promoting and progressing in these areas, and how these areas are represented by institutions and the sector as a whole. It presents and discusses data from a survey (n = 300) to show strong agreement with representational statements as mirroring those of institutions, yet statistically significant differences between representations and the reality of lived experiences, particularly in relation to the lived experiences of staff. These data are discussed in the light of progress made by institutions, and the challenges faced in translating representations into real lived experience. Suggestions for institutions and policy makers are made to help better align reality with these representations in the UK Higher Education sector and, theoretically, for post-compulsory education sectors elsewhere.

Through an evaluation of an institution-wide curriculum change process, this paper analyses how strategic policy is variously enacted in departmental communities. Linguistic ethnography of public, institutional and internal policy documents illuminates departments' engagement with the change process. With curriculum change positioned as a disorienting dilemma, transformational learning theory provides a lens to analyse the departments' alignment with the intention of the curriculum change policy. The paper explores the extent to which departments transformed from a disciplinary content-based and high-stakes examination approach to the curriculum to incorporating broader institutional aims and active learning theories into disciplinary language, pedagogy and practices. Three stages of engagement are identified through an evaluation rubric, offering a framework to assess curriculum change initiatives. Implications for educational leaders include the need to integrate institutional strategy with disciplinary experts and expertise and the importance of language adoption as a precursor to implementation.

In qualitative doctoral research the methodological approach, and the research design are extremely important when ensuring the rigorousness of the work. This is particularly significant for all researchers, and even more for doctoral students who are still developing their research and analytical skills. This paper aims to support doctoral students in their research journey by highlighting some of the tensions involved in conducting qualitative research by unpicking the experiences of two doctoral students to learn from the concerns, questions and reflections on the use of qualitative methodology in their doctoral research projects. The findings reveal challenges and insights with regards to reflection, educational research and the developing identity of being a researcher. The paper discusses these reflections to support and guide doctoral students as early career researchers when planning and conducting qualitative research in educational settings.

This paper addresses issues associated with leadership in Higher Education (HE), by drawing on research and debate in relation to the role of education in reproducing social inequalities, and on expertise developed through academic leadership roles in British art schools. It seeks to stimulate discussion about the commodification of HE, which is often perceived as a threat to its accessibility, and therefore to its positive impact in enhancing social mobility, and will argue that it is only a threat if we cling to a culturally conservative belief in value-free learning, which serves only to reproduce the values of the white middle-class intelligentsia. By addressing the question of how to respond to the changing profile of all HE students, in terms of the diverse social and cultural capital which they bring with them, (which shapes what and how they want to learn), this paper will challenge some of the prevailing views about student engagement, from the perspective of an academic whose leadership role includes responsibility for developing learning and teaching strategies to ensure student progression, achievement, and graduate outcomes, and for enhancing the quality of the student experience.

Foundation Years (FY) have proliferated within UK Higher Education in recent years, and their benefits and successes have been well documented (e.g. the enhancement of opportunities for underrepresented students, second-chance education, skills and confidence enhancement, and a pipeline into STEM. However, when managed centrally, their implementation can be a contentious site of interdisciplinary unease and 'mutual suspicion' and as much as a fruitful avenue for innovative collaboration. One of the key issues is the question of how to embed academic skills/literacies development within a meaningful, 'integrated', interdisciplinary context effectively whilst utilising expertise from both academic departments and learning development/skills teams, and thus navigating disparate disciplinary agendas, communities of practice and strategic priorities. This paper reports on how this complex terrain was navigated at Royal Holloway, University of London, to successfully embed academic skills (using Universal Design for Learning pedagogy) into an academically authentic, inclusive, interdisciplinary 'Global Perspectives and Academic Practice' unit that facilitated student integration into academic departments. Whilst we report on how the programme led to higher than sector average attainment, retention and progression (the EE described it as a 'TEF Gold offering'), we critically analyse the challenges of embedding and aligning such provision within the communities of practice of a research-intensive institution. Throughout, we suggest ways forward at both practical and strategic levels to ensure the immense potential of integrated academic literacies development within FYs can be realised.

Across the United Kingdom, medical schools are acknowledging the need to respond to inequalities experienced by minority groups, racism within healthcare, and the need to decolonise medical curricula. Understanding the impact of structural racism is increasingly recognised as part of health professionals' training. In this paper we report the delivery of a new lecture and workshop on racism to first year medical students at Hull York Medical School, aimed to teach students about structural racism and the impact it has on health and healthcare services. Whereas comparable training programmes focus on personal values of inclusivity and diversity, these sessions encourage students to consider the reality of racism as part of health and healthcare experiences. The session includes conceptual content alongside applied examples of microaggression experienced by a healthcare professional. We report the results of student feedback attained through surveys using Likert scales and free text. We conclude by discussing the benefits of teaching medical students about racism, and its impact on patients and staff, rather than just inclusive practice.

Purpose: This paper aims to investigate how mixed-reality (MR) can be used to enhance inclusivity in synchronous working activities where groups of people may be present either face-to-face or online - focusing on blended learning in the higher education (HE) context. Design/methodology/approach: In a research methods module, 140 university master's-level students were given the option to attend and engage in seminars/practical sessions either in a real lecture room or online through a virtual version of an equivalent environment, accessible on everyday devices. The MR platform provided two-way video "windows" enabling all students on the module to freely interact with staff and their peers. Attendance was recorded throughout the semester and survey data was captured after all sessions (33% response rate). In addition, student activity was video recorded within both the real and virtual spaces. Findings: Attendance was high throughout the semester and students were very positive about this novel approach to their education. Students chose to either engage purely in-person, online or as a mixture of the two; performance on the module was not impacted by this decision. The survey highlighted several factors that impacted on students' choice of learning space, including those related to intrinsic characteristics of individual students (e.g. desire for traditional/novel social interactions) and those related to extrinsic influences (e.g. weather and travel demands). Video analysis revealed numerous differences in the behaviours exhibited across the virtual and real spaces, related to individual versus team mentalities. Practical implications: Conclusions are drawn regarding how MR can be used in HE and potentially other work-related contexts to enhance engagement, a sense of community and ultimately learning/productivity outcomes. Originality/value: This study investigated how a large (>100) cohort of students responded to an MR blended learning experience across a whole semester. In this respect, to the best of the author's knowledge, this is the first study to consider such issues at this scale in a university education setting.

Participating in sport and physical exercise (SPE) can be challenging for transgender and non-binary people. Previous research has identified some of the barriers trans people face in schools, leisure spaces and competitive sports (e.g. gender segregation, gendered language, sports clothing, and transphobia), and the resultant poor rates of participating in everyday SPE compared to the cisgender population. Yet, despite the ways in which sport, the experience of being trans, and being trans in sport are often framed as intensely focused on the body, less attention has been paid to the embodied experience of trans people as they engage in SPE. This paper draws on selected data examples from a qualitative study examining trans adults' experiences of engaging in everyday SPE and looks towards Wellard's [(2012). Body-reflexive pleasures: Exploring bodily experiences within the context of sport and physical activity. "Sport, Education and Society", 17(1), 21-33. https://doi.org/10.1080/13573322.2011.607910] concept of circuits of body-reflexive pleasure, to explore how participants' make sense of their embodied selves. Sitting at the intersection of social, physiological and psychological experiences of sport, we explore how circuits of body-reflexive pleasure (and displeasures) in SPE can induce feelings of gender dysphoria as well as feelings of pleasure and gender euphoria.

This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser's social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students' experiences need to redress power imbalances implicit in many existing approaches. We suggest how participatory methodologies can be combined with narrative inquiry and multimodal methods where students research their own lives and contexts. We critically reflect on an international study based in South Africa with South African and UK partners involving 65 undergraduate students from rural backgrounds who participated as co-researchers over 12 months. We highlight decolonial debates in relation to participatory research, before outlining our methodological approach and interrogating the potential, limitations, and future possibilities of co-researcher methodologies for decolonising student-focused research in higher education.

This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to 'codified' (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resources among deaf and hearing interlocutors in face-to-face interaction. Using two short excerpts from an English class with two deaf pupils, a hearing teacher of the deaf and hearing communication support worker the authors analyse ways in which the modes of image, sound and speech, gesture and signing, gaze, body posture are coordinated in the spatial context for meaning-making. A multimodal and layered analysis of two short turn sequences describes ways in which modes are integrated and coordinated in the spatial layout of the classroom in ways that either facilitate or inhibit inclusive communication. Strategies for the analysis and deployment of multimodal resources that may facilitate the inclusive potential of translanguaging in this interactional context are discussed.

This review tracks the last 50 years of the journey towards the inclusion of disabled students in Higher Education (H.E.). It provides a critical overview of the impact of evolving U.K. policy aimed at widening participation for disabled H.E. students. The overview spotlights the historical, ideological and political influences on policy and practice and illuminates the underlying causes of the social injustices still experienced by disabled H.E. students. Despite a government commitment to inclusive practices, data reveals disabled H.E. students are among those most at risk of withdrawing from university and have lower degree outcomes than non-disabled students (OfS. 2021. Access and Participation Resources: Findings from the Data. https://www.officeforstudents.org.uk/media/4dcf0f63-4ff0-4df2-ba52-3b2ef0a8a28d/access-and-participation-data-resources-sector-summary-2021.pdf, 19). The article illustrates how the prevailing models of disability have influenced definitions of disability and inclusion. It highlights tensions between the Government's accountability agenda and inclusive practice ideals. The paper reviews U.K. studies of inclusion of disabled H.E. students. It unearths barriers, particularly concerning stigma, disclosure, and social inclusion, rooted in historical misrepresentations of disability remaining intact in contemporary society. Implications for H.E. institutions and policymakers are highlighted. Recommendations for researchers include research aligned with disabled people's lived experiences and further investigation of barriers relating to attitudes of non-disabled students.

Diffracting a research project in a UK primary school, this paper concerns feminist materialist orientations to odd-ness as a relational, distributed, and affective form of "thinking-feeling". It suggests that attuning to affect as it moves through a context resistant to disruption, involves becoming "bad researchers"; bad for composing an unruly research problem, for embracing a transgressive methodology, and for writing in willfully inconclusive ways. It comments too on the dangers of embracing badness as an identity if used to conceal rather than acknowledge ongoing inequalities between researchers and children and between privileged researchers and others routinely marginalised.

This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to "pupil and participant voice and involvement," "location" as a sub-theme of "diversity and inclusion," "collaboration" and "transition points." The research is contextualised by twenty years of policy initiatives seeking to address barriers to music learning. The article provides an overview of the research study before presenting the rich data that emerged within each theme reported. Research participant voice is used as much as possible to enable the reader to consider, reflect and interpret the data in a way that is meaningful for their own context. The paper concludes by asking why after 20 years of policy initiatives, research and evaluation the same barriers still exist and, as we emerge from the pandemic, suggests that this research provides a compelling case that now is the time for change.

Whilst existing evidence has demonstrated the imperative of social integration, inclusion, and belonging for student mental health, students often report relational challenges, barriers, and stressors at university. Drawing on thematic analysis of six student co-creation panels conducted during the Student Minds University Mental Health Charter consultations, this paper aims to elucidate student perspectives and proposals for promoting mental health at university by enhancing interpersonal interactions and social relationships. In particular, student panels identified existing challenges and opportunities to address social isolation, conflict, and exclusion in interactions with peers, academic staff, and the local community. The findings of this paper both echo and develop the principles of good practice propounded by the University Mental Health Charter, whilst the implications for university policy in the context of the COVID-19 pandemic are also discussed.

This paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teachers, and their rights. The paper considers the history of rights, their meaning and purpose, and how and why they are important. Respect for rights can grow in several ways: in understanding the social and medical models of disability; in choices about SEND services; in educational psychology services; in the way 'normal' and 'special needs' students learn to live and work together, or else to live separate lives when it is then harder for disabled people to join in mainstream society as children and adults. The conclusion relates inclusive and special school policies to larger political concerns.

Aims: The aim of this research was to use Psychological Sense of Community (PSOC) theory to explore Gypsy, Roma and Traveller (GRT) children's experiences of school as community. Rationale: This paper is based on conceptualisations of social justice which emphasise cultural recognition as involving the full and equal participation of all groups in society. The paper explores the experiences of GRT children in school using PSOC theory as a lens, to provide insights for practices which support cultural recognition of GRT pupils in schools. Method: An interpretive methodology was adopted. Following a period of familiarisation with a local GRT community, semi-structured interviews were conducted with six individual children supported by a visual tool. These were analysed using deductive thematic analysis. Findings: The children's experiences of school community varied. Some enjoyed positive peer relationships and recognition in school and appeared to have some sense of membership, influence and shared emotional connection in school. Others experienced emotional connection with GRT peers but felt disconnected from the wider school. The role of teachers was highlighted as important in signalling GRT children's status to peers. Children had mixed views about influencing the community by increasing others' awareness of GRT culture. The findings also suggested that the children's experience of learning did not support the integration and fulfilment of need element of PSOC. Conclusions: The findings present a complex picture challenging EPs to consider their understanding of community in order to support practices which recognise minority groups and their varied experiences. They suggest risks involved in activities highlighting GRT identity without attending to issues of status in the school community. There are implications for how schools can support GRT children to realise their aspirations within the context of their own cultural practices. There is also recognition that in supporting practices which recognise GRT pupils, EPs and schools need to work closely with Traveller Education Support Services who may provide boundary crossing role.

Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures.

This paper reports on research about the experiences of disabled staff members in UK universities, drawing on eleven semi-structured interviews with disabled staff in one university, alongside a group auto ethnography conducted by the first four authors, all of whom identified as disabled academics. Disability is generally considered to be predominantly an issue for students, both in practice and in the literature. By contrast, taking a social practice approach, we focused on the barriers faced by disabled employees, both overt and hidden. We found that disability was still viewed as a medical problem, and that disabled members of staff faced considerable extra labour in organising their own supports. We were often made to feel that we were unwanted and that we were 'misfits' in the institution. This paper contributes to theory by showing how social practices can become exclusionary, and how interconnections between practices matter. We discuss ways in which ableism, based on the ideal of 'individual' excellence, creates barriers for disabled staff. In the global context of Higher Education, the increasing marketization of universities in higher income countries creates a difficult climate for the values of inclusion.

Aims: The present article seeks to explore the historical context of relationships and sex education (RSE) and examine the positioning of 'No Outsiders' within this. Consideration is given to the credibility of arguments against the implementation of No Outsiders in education settings and examination of whether diversity strands of 'sexual orientation' and 'gender identity' deserve the disproportionate amount attention they receive. Method: The paper utilises Erikson's Stages of Psychosocial Development (1950, 1963) to interpret the capacity of understanding of children and young people (CYP) in relation to an RSE curriculum. Contemporary research outlines the need for an environment which enables exploration. Further consideration deconstructs the argument for childhood innocence as a reason for not providing an informed RSE curriculum. Findings: The paper reports on the inherent difficulties of delivering an RSE curriculum, which may require the reconciliation and compromise of personal and societal values. Equally, there is a clear need for schools, institutions and society to remain steadfast and resolute in the face of discriminatory views. Limitations: The challenges in unifying groups who divide themselves on core issues is recognised, however a legislative backdrop frames the foundation for how this can be achieved. Conclusions: The 'No Outsiders in Our School' resource offers a fresh approach to the teaching of relationships education in primary schools (Moffat, 2015). Despite its seemingly harmonious early existence, the programme has suffered significant scrutiny, precipitating protests, vilification and condemnation by some sections of society. Matters of sexual orientation and gender reassignment deserve equal recognition as protected characteristics under the Equality Act (2010). Too often, the legitimacy of these protected characteristics are questioned or presented as 'other' within the context of equality. The move towards a more inclusive RSE curriculum should be brave in its embodiment of legislative policy.

Systems thinking has dominated debates and policy discourses on inclusive education, resulting in an almost exclusive focus on children and formal schooling. Based on the BAICE Presidential Lecture 2019, this paper considers the limitations of systems theory in framing discussion and research on inclusive education, introducing instead alternative theoretical starting points to analyse vignettes of from Ethiopia, Nepal, the UK and the Philippines. In place of systems theory, the paper takes the lenses of culture as performed, literacy as a social practice and informal learning, to explore inclusive education and analyse intercultural and literacy learning in everyday life. It argues the need to move beyond systems thinking -- particularly closed systems -- with its default position of school as providing the solutions. Whilst cultural stereotypes can be challenged in school curricula, inclusive education cannot rely on formal institutions alone to initiate changes in attitudes held by teachers, students and the wider community.

This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The 'Longitudinal Transitions Study' commenced in 2010 and followed the transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with participants at several key stages of their time in HE and supplemented by focused case study work with seven of the participants. The analysis provides original examination of how appropriate balance can be achieved between broad inclusive practice and individual adjustments meeting specific needs. Key curriculum access issues identified in the study are outlined with examples of how these were overcome through 'inclusive practice', 'individual adjustments' and 'individual agency' of the student. Drawing upon a Bioecological Model of Inclusive HE, a framework of support is proposed for achieving appropriate balance through the notion of progressive and mutual accommodations to facilitate learning environments which enable students with disabilities to become independent learners. The paper has broader significance for educators and researchers concerned with promoting inclusive teaching in HE and ensuring equality of opportunity for all students.

Poor mental health--compared to that of the neurotypical child population--is a serious concern for many autistic children and young people around the world. In the UK, we have an increasing number of autistic young people receiving care in NHS funded in-patient mental health facilities. While sensory processing differences have now been added to international diagnostic criteria for autism, recent autistic-led and co-produced, practice-based research commissioned by the Children and Young People's Mental Health Taskforce and delivered by National Development Team for Inclusion has identified that knowledge of autistic sensory differences and needs is institutionally absent. In particular, the sensory environments of NHS England-funded in-patient facilities were found to present sometimes extreme challenges for autistic young people that at best hinder wellbeing and at worst exacerbate existing mental health problems: instigating a cycle of progressing upwards through increasingly restrictive settings for some. This paper shares some of this learning, gained from the consultation with young autistic people who have experience of inpatient services and autistic "Experts by Experience" working on novel sensory ward environment reviews. We first introduce the framing of autism as primarily shaped by sensory and social processing differences and outline the significance of this perspective for the in-patient care of autistic young people and children. We then provide an overview of the current sensory challenges that exist in inpatient mental health facilities for autistic children and young people. Finally, we conclude with some suggestions for areas of future research around the impact of adapting ward environments, that have promise for broader and international settings.

There is a growth in the use of robotic telepresence technology, allowing users to remotely access an environment, to support the inclusion/attendance of school pupils experiencing physical/emotional difficulties in the UK. Educational psychologists (EPs) are likely to encounter robotic telepresence technology due to their role in supporting pupil inclusion. Despite the Department for Education exploring this technology as a form of alternative provision, there is a lack of research exploring perceptions around robotic telepresence technology. The current review explores perspectives of users. Database searches were conducted between July 2021 and September 2021, identifying studies published within the last ten years. Eleven papers met the inclusion criteria. The review identified four inductive themes: potential for robotic telepresence technology to promote inclusion; potential for robotic telepresence technology to facilitate engagement; technical design factors influencing utility; and acceptability of robotic telepresence technology to users. Findings are discussed alongside implications for educational psychologists/future research.

This paper draws on critical race theory to analyse testimonies from students that help explain why minoritised ethnic communities studying geography, planning, geology and environmental sciences in the UK, have a lesser chance of being awarded a 'good' degree (i.e. an upper second- or first-class), in comparison to White British people. There are very low levels of ethnic diversity across these subject areas. We conducted peer research, including student-led semi-structured interviews at one British university over a five-month period (involving 38 participants in total). Our analysis explores the processes of minoritisation owing to cultures of Whiteness. These relate to teaching and learning spaces, off-campus encounters, university societies, student representation/committees, social interactions, part-time employment and caring responsibilities. We conclude with a call for action to reframe and disassemble the 'degree awarding gap' through student and staff co-design of policies and actions that will not only confront, but also subvert exclusionary cultures of Whiteness in its various manifestations across university life.

Thomas Munro, a Scottish highlander, came to the Madras Presidency in South India as a soldier in the army of the East India Company in 1780. He rose to the position of its governor 40 years later in 1820 and died in India in 1827. His rise was not through military campaigns but peaceful administrative policies. During his stay in India, he defended Indian interests and took on powerful governors-general and other higher officials. He resisted their elitist policies, talked of lack of political freedom in India and wanted to give representation to Indians in administration. He conducted the first educational survey and established 101 schools. In the history of modern India, particularly in the history of education, there is a tendency to view British colonialism as a monolithic category. This paper looks at this extraordinary journey of a Scottish soldier, his impoverished status, family constraints, struggle with British elitism, and above all, his contributions to education in South India. No theory of imperialism and colonialism is available to analyse the Scottish interventions in the field of education. Such existing theories rely on the European and non-European dichotomies. They cannot be used to explain why the Scots chose to support Indians instead of their own fellow British officers in the colonial administration.

Transitioning to adulthood presents particular difficulties for young people on the autistic spectrum. This review looks at the views of key stakeholders regarding the transition to adulthood and associated support, within the UK. Four databases were searched and of the 564 initial results, nine papers met the inclusion criteria. A framework synthesis approach was taken, using the biopsychosocial ecological model (Kranzler et al., 2020) (School Psychology, 35, 2020 and 419) to map the experiences of individuals on the autistic spectrum, their families and professionals. Data analysis was conducted deductively with findings highlighting the challenging experiences young people and their families face and systemic barriers to accessing and providing support. Facilitative factors are identified, indicating a need for more inter-agency collaboration, inclusivity and individualisation of support. There was substantial interaction between the systems surrounding the child, indicating a complex and multi-faceted impact on experience. Further support is provided for the applicability of ecosystemic models to the study of autism. Key policy suggestions and gaps in the research base are considered.

This paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The paper uses examples from a study that involved three countries and eight secondary schools to illustrate how the process of collaborative action research promoted inclusive thinking and practices. The study combined a well-established approach of professional development -- lesson study -- and a framework for engaging with the views of students. This led to a distinctive model of teacher professional development that has at its core the idea of engaging with the views of students. Thematic analysis of data collected from all the settings over three years, highlighted three ways in which collaborative action research led to the promotion of inclusive practices and thinking in schools: through teacher collaboration; through the development of reflective practice; and through student active participation. It is argued that what was distinctive through the process was the fact that collaboration occurred between adults and students, something that is less evident in the collaborative action research literature. Through this process, inclusive thinking and practices were developed.

Educational institutions across the Western world, from schools through to universities, are increasingly being drawn into highly ideological spaces of immigration control, integration and securitisation. This paper outlines the complex contours of this 'education-migration nexus' and contributes to the critique of the way that education is becoming yoked to different political and social agendas. It also seeks to offer an analysis of the way in which the experiences, knowledges and practices of those from non-Western contexts become disqualified and rendered non-existent. Drawing on the work of Boaventura de Sousa Santos, I develop a postcolonial analysis which exposes the partial and distorted framing of migration, migrants and integration, a framing which gives rise to the current highly restrictive role of education. The paper concludes with a reimagined conceptualisation and suggests a draft agenda for education and migration studies. This calls for a more dynamic understanding of education which is open and flexible and prepared to enter into dialogue between different knowledges and practices, rather than seeking only to assimilate and construct learners according to some predetermined image.

The transfer of disability history research to new generation audiences is crucial to allow lessons from the past to impact the future inclusion and equality agenda. As today's children are the policy makers and the legislators of tomorrow, it is important for them to have opportunities to engage with disability life story narratives to understand personal experiences of disability and the social systems that influenced their construction through time and space. Through the embodiment and manipulation of these powerful narratives, children have the opportunity to challenge traditional perspectives of disability that may be disabling and oppressive. Such materials contribute to the making of an inclusive society by enabling children to craft mechanisms of intervention that can used to build resilience and resistance to barriers, and thereby generate social change. This paper examines how performance techniques can be used as a pedagogical tool to transpose new understandings of disability history and culture to school-based audiences. It builds on two previous projects: one focusing on life history narratives of three generations of disabled people, and the other exploring the potential for text-based disability narratives to move beyond text in interesting and creative ways. In so doing, this paper reports on a cross-disciplinary project which brought together academics (from performance and social science backgrounds), three performing arts secondary schools and disabled theatre performers. It presents qualitative evidence of how performance workshops delivered in three schools, by disabled performers, and stimulated by disability life history research, has the potential to increase disability awareness in the mainstream classroom and challenge negative disability stereotypes that influence how disabled people are made known in society.