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In England educators have been concerned about ensuring equality and diversity in education due to ever-diversifying school populations, who find themselves positioned as outsiders to England's National Curriculum. This article explores the accessibility and limitations of the curriculum from the perspective of ten secondary school teachers in nine different subjects in inner city state schools. We begin by examining the participants' goals and aims when enacting the curriculum to make it accessible to all students. However, the prescriptive nature of the curriculum in most subjects makes this task challenging. We then examine how participants perceived that they enabled students' access to the curriculum and the challenges encountered. We focus on art and English to highlight the different spaces to enact equality and diversity within the curriculum. In the nonprescriptive art curriculum, teachers choose their own resources and themes, allowing for greater creativity and cultural inclusivity. In contrast, in the English curriculum, teachers find the process of equalising and diversifying the curriculum difficult, particularly at Key Stage 4, due to the high status of the subject. To conclude, we argue that the more prescriptive a curriculum subject is, the more difficult it is to make it equal, diverse and inclusive of everyone.

Programmes for sexual violence prevention have focussed historically on university, school or college students rather than staff working at these institutions. The "Universities Supporting Victims of Sexual Violence project" (USVreact), co-funded by the European Commission, worked across universities in Europe to address this gap in the provision and knowledge of programmes aimed at staff. Each institutional partner in the project designed a programme to enable staff to respond appropriately to disclosures of sexual violence. This paper focuses on one UK university to explore the use of and reception to education principles and feminist pedagogy with staff from across the institution. These diverse pedagogical approaches were significant to the design of the university's innovative programme. The findings demonstrate the importance of a process of sexual violence pedagogy, as opposed to training, and highlight its positive implications for the whole university community.

The purpose of this study was to describe the acculturation of six British physical education (PE) preservice teachers (PSTs). The research questions we sought to answer were: (a) What were the PSTs' values, beliefs, and perspectives regarding PE? and (b) What factors shaped the PSTs' values, beliefs, and perspectives during their acculturation? We collected data with three types of formal interviewing and employed standard interpretive techniques to reduce the data to themes. Key findings were that the PSTs aspired to a career teaching secondary PE, possessed a balanced orientation to teaching curricular PE and coaching extracurricular sport, and espoused a mostly traditional multi-activity curriculum that was dominated by sport. The main attractors to a career in PE were the opportunity to maintain a connection with sport and working with youth. The key shaper of the PSTs' perspectives was their apprenticeships of observation. These findings should aid sport pedagogy faculty in their efforts to produce stronger initial teacher education programs. [ABSTRACT FROM AUTHOR]

In this paper, we look at what engaging with psychoanalysis, through psychosocial accounts of subjectivity, has contributed to our struggles for legitimacy and security within our ways of knowing. The psychosocial, with its insistence on the unconscious and the irrational, features as both a source of security and of insecurity. We use three examples drawn from our own empirical research to explore the entanglement of the researcher with the researched and how this can offer a re-imagined sense of legitimacy for our work. In elaborating our argument, we discuss our experiences of "being captured" by data and participants, and of negotiating the ethics of analysing participants' accounts.

This paper takes an assemblage approach to extend knowledge and understanding of widening participation (WP) in the United Kingdom. We reflect on the identification and experiences of a WP student population—how this population has been marked out, labelled, and considered through policy and intervention, alongside the materialities and mobilities that shape the lived experiences of these students. Using questionnaire findings, narrative interviews, and photo diaries, it draws on a 12‐month study at a London university to explore the factors that have enabled final‐year undergraduate students from a WP background to stay the course and complete their programme of studies. Our arguments are shaped by the geographical and educational literatures on materialities and mobilities. We bring these together to sketch out a student success assemblage comprising wide‐ranging elements that we frame around identity, support, and resources. Assemblage draws attention to the multiplicity of human/non‐human relations that shape student experience and students' capacities for success. Assemblage intersects with university precisely through a focus on experience and, as we suggest, takes on a particular inflexion for students from a WP background. This underpinning ontological basis to studying WP enables us to view the university, student experience, and success as being continually produced and reproduced, and coconstituted between the human and non‐human. Universities should attend to student assemblages to better understand the experiences of and support needed by underrepresented groups in higher education. [ABSTRACT FROM AUTHOR]

The article discusses the importance of research in the area of physical education for creating policies and practices. In the 2008 Association for Physical Education (AfPE) National Physical Education and School Sport Conference, individuals were invited to submit posters based on the research they made on categories namely pedagogy, leadership, and health. Various education institutions including from Great Britain, Ireland, and Australia participated wherein a total of 11 posters were accepted.

This article focuses on the changing role of initial teacher education (ITE) in continuing professional development (CPD) in Great Britain. During a Teachers TV Conference in April 2007, Hargreaves described the significance of the link between ITE and CPD. Several organizations that may invite ITE to participate in the development of areas like educational policy, the curriculum or CPD include the Training and Development Agency for Schools, Local Authorities and Local Delivery Agencies.