London Review of Education

Volume 20, Issue 1
05 January 2022
London Review of Education
UCL Press

Table of contents

Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists
Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk
Education for collaboration: the influence of the third space on professional boundaries
Methodologies for decolonising geography curricula in the secondary school and in initial teacher education
Decolonial approaches to school curriculum for Black, Indigenous and other students of colour
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice
What does it mean to decolonise the school music curriculum?
Book review: Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj
Book review: Retreat or Resolution? Tackling the crisis of mass higher education, by Peter Scott
An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun
The rebirth of the call for antiracism in schools: learning from the past
Decolonising curriculum in education: continuing proclamations and provocations
Decolonisation of curriculum: the case of language education policy in Nepal
Considering the role of social media: #BlackLivesMatter as a pedagogical intervention to decolonise curriculum
Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain?
Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London)
Knowledge and sociality: on the Institute of Education (London) as a second home
Education, decolonisation and international development at the Institute of Education (London): a historical analysis
The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis
Richard Peters and his legacy
Book review: Outlines of a Theory of Plural Habitus: Bourdieu revisited, by Miklós Hadas
Education and equalities in Britain, 2010–2022: due regard and disregard in a time of pandemic
Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene
Berry Mayall and Roy Bhaskar: critical thinkers
Private school choice among Muslim parents: the public–private school decision in Delhi, India
The bachelor’s degree in college systems: history, evidence and argument from England
Decolonising the school curriculum in an era of political polarisation
‘Employers at the heart of the system’: whose system is it anyway?
Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon
Pressing times, losing voice: critique and transformative spaces in higher education
A participatory approach to embedding evidence in practice to support early language and communication in a London nursery school
Developing English VET through social partnership in further education
The development of primary teacher education at the Institute of Education (London), 1977–1986
Book review: Neo-Nationalism and Universities: Populists, autocrats, and the future of higher education, by John Aubrey Douglass
Knowledge, culture and the curriculum in Britain, 1944 to the present
Research claims within the education industry: managing reflective practice
What determines logistics sub-degree students’ decision to pursue a bachelor’s degree?
Thomas Coram: the life and times of a research unit at the Institute of Education (London)
Fred Clarke, the Institute of Education (London) and educational studies
Phantasy and play: Susan Isaacs and child development
Design in Gunther Kress’s social semiotics
A primary school head teacher’s experience of pressure to join a multi-academy trust
Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group
Book review: The Philosophy of Higher Education: A critical introduction, by Ronald Barnett
Creating value from co-designing CoMOOCs with teachers in challenging environments
Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors
Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education
Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands
Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum
Book review: Gender, Culture, and Disaster in Post–3.11 Japan, by Mire Koikari
The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts