The Ed Stu - Issue 4

The Ed Stu LIVERPOOL HOPE UNIVERSITY’S EDUCATION STUDENT NEWSLETTER ISSUE NO 4 | SEPTEMBER 2020 VOLUME 1 LET’S OVERTURN RACIAL INJUSTICE IN EDUCATION, NOW. Anna Davies, first year Single Honours Education student, reflects on the Black Lives Matter movement and the need for curriculum change in schools.

CHALLENGING URBAN ENTRAPMENT, CLIMATE CHANGE, AND POOR STUDENT WELL-BEING THROUGH OUTDOOR EDUCATION. Holly Canavan, first year Education and Special Educational Needs student, reflects on the role of outdoor education in today’s society.

INCLUSION AND DIVERSITY SUPPORT FOR EARLY YEARS CHILDREN WITH ADDITIONAL SUPPORT NEEDS. Victoria Bateman, second year Education

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YEARS OF ACADEMIC EXCELLENCE

Congratulations to our third year Education graduates! Pictured above are the third year Single Honours Education students with their lecturers Dr. Jody Crutchley and Dr. Carly Bagelman (centre middle, bottom row).

and Special Educational Needs student, discusses inclusive methods when teaching phonics.

LEARNING AT HOME Henna Miah, first year Education and Philosophy and Religion student shares some very practical tips on home-schooling in the context of Covid-19.

SPECIAL FEATURE: CEPA SPOTLIGHT ON UNDERGRADUATE RESEARCH

PLUS… Sarah Earnshaw, Kim Brimble, Sarah Joyce, Molly O’Keefe, Lisa Farnhill, and Sean Atkinson share the abstracts of their third year dissertations. These students are working with CEPA to publish their work in peer reviewed journals.

Let’s overturn racial injustice in education, now.

Anna Davies, first year Single Honours Education student, reflects on the Black Lives Matter movement and the need for curriculum change in schools.

www.blacklivesmatter.com The sickening death of George Floyd in May has ignited a fire amongst many and triggered an outpouring of global Black Lives Matter (BLM) activism over the past few months. Floyd’s death and Black Lives Matter protests have been a catalyst for exposing and challenging racism in every aspect of life. Could 2

Black Lives Matter (BLM) finally be the movement to overturn racial injustices throughout education in Britain?

For far too long the viewpoints and perspectives of ethnic minorities have been set aside in schools and thus, by implication, deemed an unworthy story to tell. History is taught in such a way

that it neglects the history of Black individuals and groups in Britain. Many children who are taught in our schools may be familiar with a range of countries beyond the United Kingdom through family or early childhood experiences, but the histories of these countries can often not be found in the subjects that are studied at school (Elias, 2020). The BBC states that over 500 000 residents of the Commonwealth, often referred to as the Windrush generation, arrived in the UK between 1948 and 1971 (BBC, June, 2020. The Windrush generation are composed of just some of the ethnic groups who are poorly represented in our national curriculum. Their successes, struggles, and traumas are not given the teaching time that they warrant. Now is the time for change.

The pressure for change in education is already mounting. Campaigners are calling on the government to address racism within the education system. Protestors have been actively taking to the streets with an aim of attracting media attention and informing the public of the systematic racism within our society. Hundreds of people have written to their local MP for amendments to be made to the national curriculum to correct the under -representation of Black, Asian and minority ethnicities (BAME) in the history curriculum. (Weale, Bakare and Mir, 2020). Interest in overturning the legacy of colonialism on the curriculum is high, as education consultants who have campaigned to decolonise the curriculum have recently experienced a 12-fold increase in traffic passing through their website with views that have “risen from 500 a day to 6,000.”

(Weale, Bakare and Mir, 2020).

“Hundreds of people have written to their local MP for amendments to be made to the national curriculum to correct the under -representation of Black, Asian and minority ethnicities (BAME) in the history curriculum.”

The momentum that has been created by recent Black Lives Matter protests and activism can’t stop now. How many more innocent black people are to die due to the instilled racism within our system? The fire can’t burn out and the battle for a more equal society must continue. As a country it is essential that we continue to be a driving force for equity and equality. How can we strive to eradicate racism if the next generation are being taught in a system that condones it?

References BBC (2020) Who Are The Windrush Generation? [online] Available from: <https://www.bbc. co.uk/news/uk-43782241#:~:text=It%20 is%20unclear%20how%20many%20people%20 belong%20to,they%20are%20thought%20to%20 be%20in%20their%20thousands> [Accessed 9 July 2020].

Elias, H (2020) 7 Actions To Change The History Curriculum [online]. Available from: <https://www.runnymedetrust.org/blog/ teachracemigrationempire-7-simple-actions-tochange-the-history-curriculum> [Accessed 2 July 2020].

Weale, S., Bakare, L. and Mir, J. (2020) Calls grow for black history to be taught to all English school pupils. The Guardian [online], 8 June.

Available from: < https://www.theguardian.com/ education/2020/jun/08/calls-mount-for-blackhistory-to-be-taught-to-all-uk-school-pupils > [Accessed 9 July 2020).

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Challenging urban entrapment, climate change, and poor student well-being through outdoor education.

Holly Canavan, first year Education and Special Educational Needs student, reflects on the role of outdoor education in today’s society.

Outdoor education brings many benefits in today’s society.

Although most educational subjects are taught within a classroom, there are also ways for children to learn outside of school. We live in an age of climate change when respect for the natural environment is needed now more than ever, when there are fears that student well-being is in decline, and when there is inequality of access to nature across the U.K. In this article I explore how more outdoor education in schools could start to remedy some of these problems.

Interest in the value of outdoor education is not new. While the 1944 Education Act, which made secondary education free and compulsory for all in Britain for the first time, was being designed, educators and policymakers

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at that time strongly valued outdoor education. One reason for this was because evacuation of town children to rural areas during the Second World War, and town children’s seeming shock at the countryside, had made policy makers aware that ‘Industrialisation and the growth of urban towns reduced town-dwellers’ access to forests and the outdoors and had resulted in more indoor activity than in previous historical periods’ (Cook, 1999, p.

162). The benefits of outdoor education were therefore highly valued during and after World War Two. As a recent Public Health England report suggests, inequality of access to greenspace and nature continues in the country, with those in the most deprived areas having less access than those in more affluent

areas. A commitment to opening access therefore remains as important now as it was after World War Two (Public Health England, March 2020, p. 10).

More recently, philosophers have looked at some key principles that support outdoor education. These principles centre on respect for the natural environment which is of utmost importance in the context of our awareness that prior damage to nature has led to irreversible damage and the possible destruction of the planet as we know it (BBC, 2020).

More outdoor education is needed now in order to limit further destruction of nature and its potentially devastating consequences. Key among the principles of outdoor education that are stressed by philosophers is that ’Education is to teach a commitment to human responsibility for stewardship or care of the land’ (Ford, 1986). Philosopher advocates of outdoor education therefore show how it can be used to limit further damage to the environment by teaching children to start to appreciate the resources that surround them, and to gain an understanding of how to respect and care for nature.

Philosophers also argue that ‘Commitment to stewardship must be the belief in the importance of knowing certain facts or concepts’ (Ford, 1986).

According to Ford, therefore, one main objective of outdoor education is to ensure that people make their choices about the environment based on facts about it. The third principle pertains to the concept of the human body and its impact on the outdoor environment.

Although it is important to know how natural species survive, a focus of

“rather than children going on a one-off field trip during lower school years, their engagement with the land should be a continuous event to occur throughout all years of education” outdoor education should be to teach children how they can learn to live comfortably and explore in the outdoors, without damaging the environment.

For children to learn about how to care for the land, facts about it, and how to interact with the outdoors takes time.

Therefore, rather than children going on a one-off field trip during lower school years, their engagement with the land should be a continuous event to occur throughout all years of education.

Another benefit of outdoor education could also be seen as helping students to develop and strengthen social skills, for example, improving student-teacher relationships and students creating friendships with each other. By students working with each other in the outdoors as a team and communicating and listening to one another’s ideas, this may give the students the confidence to begin to engage in the classroom and cooperate during lessons. Increasing students’ engagement allows them to have a vocal opinion which is necessary 5

Education Studies students enjoy outdoor education during a trip to Caerdeon in 2017.

throughout life because it reflects one’s awareness, self-development, and knowledge.

Outdoor education can also benefit a student’s mental health. This is because being in an environment that differs from a classroom allows students to feel free and, if organised correctly, can relieve pressure regarding academic expectations and examinations.

Ironically, with the improvement of mood from outdoor education and a break from exam preparation, outcomes of academic results may improve due to students becoming more motivated in their studies. The reason for this is because the school is allowing students the time to have a break but also learning important emotional skills such as developing their senses, experiencing being out of their comfort zone, and undergoing personal growth – all of which leads to confidence.

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“Key among the principles of outdoor education that are stressed by philosophers is that ’Education is to teach a commitment to human responsibility for stewardship or care of the land’ (Ford, 1986)” Overall, outdoor education is beneficial as it allows students to explore, have more freedom, and respect and understand the environment at a time of devastating climate change, opportunities for which are not offered in the same way by the classroom.

References Cook, L. (1999). ‘The 1944 Education Act and outdoor education: from policy to practice’ in History of Education, 28, 2, pp. 157 – 172.

Ford, P. (1986) Outdoor Education: Definition and Philosophy. Las Cruces: ERIC information analysis products.

Shukman, D. (2020) Sir David Attenborough warns of climate change ‘crisis moment’. Last accessed July 24th, 2020 < https://www.bbc. co.uk/news/science-environment-51123638> Public Health England (March, 2020) Improving access to greenspace: A new review for 2020.

Last accessed July 31st, 2020 < https://assets. publishing.service.gov.uk/government/uploads/ system/uploads/attachment_data/file/904439/ Improving_access_to_greenspace_2020_review. pdf>

Inclusion and diversity support for Early Years children with additional support needs.

Victoria Bateman, second year Education and Special Educational Needs student, discusses inclusive methods when teaching phonics.

Teaching phonics with reasonable adjustments can help to serve the needs of all students

The topic of Diversity and Inclusion is a particularly important issue with regards to any child’s learning and development within an Early Years educational setting.

It is particularly important for Early Years educators to recognise that some children may require additional support due to their specific needs and that this may require any reasonable adjustments such as extra time and tailored guidance to help them carry out some activities they may participate in. In this short article, I am interested in in phonics

teaching in Early Years settings.

A recent experience in an Early Years pre-school setting has taught me a lot as I had been asked to be the voluntary room leader within the pre-school room.

The method that was being used in the class-room for phonics teaching was similar to that used in schools, and I came across a child who I felt would benefit from reasonable adjustments to this method. Those changes that I made helped the child’s learning development in an Early Years educational context.

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One day the Early Years centre took the full group of children to practise their phonical awareness in preparation for the move to school. However, out of say twenty children the one per cent decided that they just needed more time and became rather distressed at the idea of learning phonics the way that they were being taught. I think the child may have just understood how to practice phonics in a different way rather than the way you would learn it in a classroom, and seemed unready for the school readiness option way to learn the phonics.

During a room set up one day I widened the area set up and provided reasonable adjustment options to suit the needs of this child which I feel seemed to work in the child’s best interest. I placed an alphabet jigsaw out to use as a picture exchange communication system and as I gave the child time to think and space to learn through his play, the child opened up to me, showing me a willingness to learn even though they were struggling. Once the child had responded to the space and time that I created for them, the child showed me what the first letter of the alphabet jigsaw was and showed me a jigsaw piece with an apple on it, and showed me how to do it phonic first.

It just goes to show that with extra time and support anything is possible, and that tailored, reasonable, adjustments can make all the difference for those children with any additional support needs.

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“one day I widened the area set up and provided reasonable adjustment options to suit the needs of this child … I placed an alphabet jigsaw out to use as a picture exchange communication system and as I gave the child time to think and space to learn through his play, the child opened up to me, showing me a willingness to learn”

Learning at home.

Henna Miah, first year Education and Philosophy and Religion student shares some very practical tips on home-schooling in the context of Covid-19.

Learning from home doesn’t have to mean reading books at a desk cooking, shopping, and online games can all be sources of learning

The government called for closure of schools from March 23rd, 2020 because of rising cases of Coronavirus in England (Schools Week, 2020).

Teachers prepared home learning resources for children to access a more remote learning. Parents and carers have been taking the roles of teaching children at home. Each child has their own way of learning, with my experience of working at primary schools here are some tips that I would recommend.

Planning beforehand or with your child and creating a clear timetable will help children understand what learning will take place. For younger children this can be done with visual prompts using cards with symbols of topics drawn on them.

Websites such as BBC Bitesize, White Rose Maths, and Phonics Play allow you to access free resources. They include child friendly explanations and tutorial videos to teach any new concepts with lots of consolidation activities that develop their confidence with skills previously taught. They also include interactive games! Using a variety of writing instruments such as gel pens, chalk and white board pens can be used to help engage children with their learning.

Fine motor skills in Early Years children can be simply practised at home.

Children can use their hands and fingers to mould play dough, cut using scissors or even pushing and pulling Lego bricks 9

“Planning beforehand or with your child and creating a clear timetable will help children understand what learning will take place. For younger children this can be done with visual prompts using cards, which you could simply draw on symbols that indicate the topic.” together. Sensory activities such as water play with bubbles, cornflour gloop is also great for children. For older children try board games such as scrabble, connect four and Ludo which involve thinking skills also help to develop communication skills, following rules and turn taking.

Life skills such as communication, cooking, and using money should be encouraged. Being at home should enable a more hands on approach and this can be incorporated into daily activities such as making toast.

Children can write lists of ingredients and instructions before getting involved in cooking or baking. They can use dictionaries to check their spellings. This can be accommodated for different age groups, and younger children can also create a picture of the finished product.

Shopping trips also provide valuable practical experiences for children, from writing shopping lists using money, and the self-checkouts it is a great way to get children involved.

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We can all learn a lot from nature, from the change of seasons to what is around us. Learning can happen by talking about the different types of clothes you need for different seasons, or spotting different animals and research about them.

Role play is also a creative learning technique where children can look at different job roles, or story characters and portray their version of them. This will help with their confidence and is great if there are more than one child at home.

When teaching at home, not everything goes to plan it is important to stay optimistic and have fun through learning!

Use positive reinforcement to show to your learner that they are doing well, you could also include prizes to help keep them eager. There is lots of room for trial and error to find out what type of a learner your little one is. Practice good mental wellbeing by mindfulness activities such as colouring and Cosmic yoga which is easily found on YouTube for all ages. Regular exercise is also recommended to make the brain ready for learning. Ending the day with a bedtime story or even encouraging your child to read out to ensure they have also fitted in their daily learning will help develop both listening and reading skills.

References ‘Coronavirus: No change for schools as country enters lockdown’ in Schools Week, March 23rd, 2020. Last accessed July 31st, 2020 <https:// schoolsweek.co.uk/coronavirus-no-change-forschools-as-country-enters-lockdown/>

CEPA Spotlight on Undergraduate Research Centre for Education and Policy Analysis (CEPA) AT LIVERPOOL HOPE UNIVERSITY

Welcome to the CEPA Spotlight on Undergraduate Research!

Our research centre, the Centre for Education and Policy Analysis (CEPA), is framed around interdisciplinary interests in values-led education across all sectors and phases and is aligned with issues of equality and diversity in our research emphasis on social justice within education and broader society. Our students are important members of this research community.

We encourage students to attend CEPA research seminars and participate in our research training workshops. We are keen to see the excellent research undertaken by our students reaching the widest possible audience through publications such as this, through the CEPA Policy Brief competition and through mentoring students who want to develop their dissertations into published research articles.

Our aspiration at the University is to develop Hope Education Professionals with a sense of vision, initiative and purpose in education who understand the social pressures on education and the role they can play in improving education in different contexts. In these contributions you will see that sense of vision, initiative and purpose is very evident in our student community. We hope you enjoy!

Dr. Catherine O’Connell Co-Director, Centre for Education and Policy Analysis (CEPA).

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Law and affirmative action in universities in the U.S.A. Karla Green, third year Single Honours Education student discusses her third year dissertation on the impact of affirmative action in universities in the U.S.A.

Despite affirmative action policies in America, more needs to done to increase the number of students who have been traditionally excluded from higher education

Media attention on police brutality against African Americans, thanks to organisations and movements such as ‘Black Lives Matter’, has led to rising awareness of the various levels of racism that exist in the U.S.A. This was partly the inspiration for my dissertation on the effect of US laws on affirmative action policy in universities in the country.

Burstein explains that “Affirmative action occurs whenever an organisation devotes resources (including time and money) to make sure that people are not discriminated against on the basis of their gender or their ethnic group.”

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(Crosby, Iyer and Sincharoen, 2006).

Affirmative action is one of the ways the US is trying to combat racial and socioeconomic inequalities that exist in their education system and which leads to African Americans and low income students being less likely to attend college than their wealthier and white and Asian peers. As Hinz and Braxton (2013) have argued, “low income, African American, and Hispanic students are less likely to enrol in college than middle class, white and Asian students.

They are also less well academically prepared for higher education, on average, when they enrol.”

While completing my dissertation on the impact of US law on affirmative action policy at the University of Texas at Austin and the University of California, one of my findings was that despite the many measures the University of California take to increase their African American student population, there is still some way to go to increase the representation of African American students at the institution. At the University of California, for example, one affirmative action policy has been to make it more straightforward for students who attend community college for the first two years of their degree to then transfer to the University of California. This helps some African American students who attend community college if they are unable to afford to attend university for 4 years. Nevertheless, this policy alone has not removed enough barriers to African American attendance at the university, since participation among this demographic still remains modest: “According to data from the National Center for Education Statistics (2008), African Americans comprised less than 3% of undergraduates at both the University of California, Berkeley and UCLA in Fall 2006.” (Shaun R. Harper, Lori D. Patton and Ontario S. Wooden, 2009).

of Republicans and Republican learners say these [anti-racist affirmative action] programs are a good thing, while 39% say they are a bad thing. In 2014, Republican views were divided (46% good, 47% bad).” Yet, according to college data, on a 1600 point SAT scale, “for athletes, the advantage was 200 points, and legacies it was 160 points” (Massey and Mooney 2007).

I also found that while the use of affirmative action to help ethnic minorities and working-class students is criticised by some on the right, these critics do not equally criticise colleges that use athletic preference and legacy admissions that advantage such students in university admissions.

Investigators at Pew Research Center have found that “Today, about half (52%)

The last finding of my dissertation I will discuss is the impact of the Texas top 10% rule. According to this rule, every high school senior who is in the top 10% of their graduating class are offered a place at a higher education institution in Texas. The introduction of this policy had a negative impact on their ethnic minority populations.

“Results show that both fall-to-fall

“despite the many measures the University of California take to increase their African American student population, there is still some way to go to increase the representation of African American students at the institution”

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“some right wing critics focus on criticizing the small advantages minority students receive with less criticism of the advantages offered to athletes and legacy students in university admissions in the U.S.A.” freshmen retention and six-year college graduation of second-decile minority students decreased, respectively, by 2.4 and 3.3 percentage points.” (Cortes 2010) However, the policy did have a positive impact on students’ admissions for Texans from rural and small towns which as a group was underrepresented in Texas universities: “Using 18 years of administrative data to examine sending patterns, we find a sizeable decrease in the concentration of flagship enrolees originating from select feeder schools and growing shares of enrolees originating from high schools located in rural areas, small towns, and midsize cities, as well as from schools with concentrations of poor and minority students” (Long, Saenz and Tienda 2010).

In conclusion my study shows that there have been some successes of affirmative action policies for ethnic 14

minority students. However, some right wing critics focus on criticizing the small advantages minority students receive with less criticism of the advantages offered to athletes and legacy students in university admissions in the U.S.A. This suggests that the interests of traditional students continues to be prioritised by some over the interests of students who have been traditionally excluded from higher education, and more needs to be done to address this issue.

References Cortes, K.E. (2010). Do bans on affirmative action hurt minority students? Evidence from the Texas Top 10% Plan. Economics of Education Review, 29(6), pp.1110–1124.

Crosby, F.J., Iyer, A. and Sincharoen, S. (2006).

Understanding Affirmative Action. Annual Review of Psychology, [online] 57(1), pp.585–611.

Available at: http://diversity.berkeley.edu/sites/ default/files/annurev.psych_.57.102904.pdf [Accessed 4 May 2020] Hinz, S.E. and Braxton, J.M. (2013). Review Essay: Race, Class, and Student Experiences in Elite Colleges and Universities. Journal of College Student Development, 54(5), pp.551– 554.

Long, M.C., Saenz, V. and Tienda, M. (2010).

Policy Transparency and College Enrollment: Did the Texas Top Ten Percent Law Broaden Access to the Public Flagships? The ANNALS of the American Academy of Political and Social Science, 627(1), pp.82–105.

Massey, D.S. and Mooney, M. (2007). The Effects of America’s Three Affirmative Action Programs on Academic Performance. Social Problems, 54(1), pp.99–117.

Pew Research Center - U.S. Politics & Policy, 5 Oct. 2017, Views on Race, Immigration and Discrimination.”www.pewresearch.org/ politics/2017/10/05/4-race-immigration-anddiscrimination/. Accessed 25 July 2020.

Shaun R. Harper, Lori D. Patton and Ontario S. Wooden (2009). Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts. The Journal of Higher Education, 80(4), pp.389–414.

Virtual learning and the pandemic.

Elle-May Renvoize, third year Single Honours Education student reports on her third year dissertation that focused on digital learning, drawing on her own experiences at Hope during the Covid-19 Pandemic, and beyond.

Despite affirmative action policies in America, more needs to done to increase the number of students who have been traditionally excluded from higher education

If someone said to me that education would become completely virtual a few years ago I would not have believed them. However, this idea soon became our reality when the world was under siege by the coronavirus. Education was truly thrown into the deep end of the virtual classroom with little to no experience. This rapid shift affected many learners and educators, I was one of those also affected during this time.

My education was under an immense amount of strain, I struggled with my workload and had the pressures of the importance of third year weighing me down. Completing my dissertation

during a global pandemic was not something that I signed up for and this was a view shared worldwide. Not only did I have all this on my mind but my original dissertation idea unfortunately could not go ahead as planned. This meant a last minute change with limited choices as to how I would carry out my research. This initially sparked my idea for my dissertation: what better way to write about something than to write about something that I had personal experience in and that was so current.

The virtual classroom became an asset to education, without its existence learning would not have been able 15

“The virtual classroom became an asset to education, without its existence learning would not have been able to go ahead… could this be the new facelift of education?” to go ahead. The growth of virtual learning during the pandemic has been a monumental moment for education and it proved that education goes beyond the physical structure of a classroom: “...what the sector is in the middle of doing is extraordinary” (Young-Powell, 2020). I would not have been able to complete my final year without the aid of the virtual classroom. For example, all my classes were now online and with the aid of video chatting servers I was able to communicate with my tutors and participate in lessons from a distance.

The virtual classroom has allowed educators to gain this new perspective on how we could teach future learners.

This new found method of learning has truly broken free of the traditional ways of education and could mean a complete change of appearance for education in the future.

All this is not to say that virtual learning does not come with limitations. There is still concern over the importance of the real classroom and how it plays a key role in learners’ socialisation. “… learners studying at a distance can still suffer from a sense of isolation and disconnect which can adversely affect their performance” (Falloon, 2011.

Pg, 439) it simply cannot replicate the emotional connection that comes with socialising in person. The limitation of 16

social interaction results in withdrawal and learners can become isolated. Many learners across the globe have been experiencing exactly this and many have said that they wish education to return back to normal as soon as possible.

However could this be the new facelift of education? Is normality even possible after this rapid adjustment to the virtual class-room? Despite the consideration of the disadvantages, educators may incorporate this new way of learning into more traditional methods. The appearance of education will be forever changed and we can no longer go back to old methods, time “...will determine whether and how online education develops an opportunity for the future” (Govindarajan and Srivastava, 2020).

We must move forward to use these new online approaches so that this time spent perfecting the virtual classroom for a better learning experience is not wasted.

References Falloon, G., 2011. Exploring the Virtual Classroom: What Students Need to Know (and Teachers Should Consider). Journal of Online Learning and Teaching, [online] 7(4), pp.439451. Available at: <https://researchcommons. waikato.ac.nz/bitstream/handle/10289/7238/ Exploring%20the%20Virtual%20Classroom. pdf?sequence=1&isAllowed=y> Govindarajan, V. and Srivastava, A., 2020. What The Shift To Virtual Learning Could Mean For The Future Of Higher Ed. [online] Harvard Business Review. Available at: <https://hbr.org/2020/03/ what-the-shift-to-virtual-learning-could-mean-forthe-future-of-higher-ed> Young-Powell, A., 2020. ‘It’s A Nightmare’: How Coronavirus Is Wreaking Havoc On Students’ Exams. [online] the Guardian.

Available at: <https://www.theguardian.com/ education/2020/mar/25/its-a-nightmare-howcoronavirus-is-wreaking-havoc-on-studentsexams>

The need for a compulsory uniform policy in the U.K. Emma Moriarty, second year Dance and Education student, shares her research blog that calls for a compulsory uniform policy in the U.K.

Can school uniform reduce judgemental attitudes between students?

School uniform, and whether or not a compulsory policy surrounding it should be implemented across schools in the U.K, has been the topic of many debates in recent years (Gereluk, 2007). This essay will argue that the Department for Education (DfE) should enforce a policy requiring all schools to have a uniform policy in place. To provide context, this article will first explain the powers the DfE have and their current stance on the situation.

Following this, an explanation into the recommended policy will be given which includes the values that underpin it. Finally, a critical approach will be taken to solve some of the potential counterarguments against implementing this policy.

The DfE is the government body responsible for children’s education, which includes early years, schools and higher and further education institutions (Whitty, 2006). Therefore, their documents and policies determine the way in which schools must conduct themselves. Currently, there is no legal obligation for schools to adopt a compulsory uniform policy. It is stated in the DfE’s guidance document for schools that, “it is for the governing body of a school to decide whether there should be a uniform policy and if so, what that should be” (Gereluk, 2007, p.644). However, as the document progresses, it is also stated that the DfE, “believe uniforms play a valuable 17

“many students … spoke of how having a uniform was less pressurising as then [with a uniform] they couldn’t be judged on the clothes they wore to school and any element of competition is eliminated” role in contributing to the ethos of a school and setting an appropriate tone” (Department for Education, 2013, p.4).

Thus, it is clear that although there is no policy in place, the DfE recognise that uniform policies are beneficial to schools. Furthermore, it must be argued that implementing a policy wouldn’t cause too much disruption as currently over 90% of schools in the U.K already implement a compulsory uniform policy (Gentile & Imberman, 2012). Moreover, of these schools 9 out of 10 teachers have reported that uniforms positively impact pupils’ behaviour (Gentile & Imberman, 2012). Additionally, it has been further proven through research that uniforms, not only promote, “a positive association between wearing uniform and professionalism, (Baumann & Krskova 2016, p.1010)” but that they also, “indicate a sense of belonging or membership of a group in a social environment which isn’t as clear in schools without a uniform policy (Baumann & Krskova 2016, p.1010).”

However, to be able to fully justify 18

any recommendation, one must first elaborate on the policy suggestion itself.

To decide to enforce a compulsory school uniform rule across all schools would be considered a value judgement, as it would be implemented on the basis of aiming for improvement (Brighouse, et al., 2016). As mentioned, the purpose of this essay is to recommend that all schools adopt a uniform policy. However, this does not mean uniforms should be branded or crested as this has been proven to inflict unnecessary costs and stress onto families, “I have been having sleepless nights worried about the costs of uniforms, there is no need for specific brands,” (Emma Martin [Parent] quoted in Ferguson, 2019, p.15). Instead, the proposition would be to encourage schools to adopt a cost-effective policy which allows parents the freedom to shop at local clothing shops for their child’s uniform, which has been found to be a successful approach (Gentile & Imberman, 2012).

In 2015, HM Treasury proposed legislation to pledge that the government would ensure best value deals on school uniforms where applicable (Osborne, 2015). Although the legislation wasn’t adopted, the research behind the proposal found that, “analysis show parents and carers are significantly less likely to report financial hardship when schools allow them to purchase uniforms from a variety of suppliers” (Osborne, 2015, p.15).

Thus, whilst the colour and style of the uniform would still be decided by the schools and/or their governing body, this paper recommends that all uniforms be affordable, and available in a range of shops. Furthermore, to suggest a policy, thought must be given to how a

“whilst the colour and style of the uniform would still be decided by the schools and/or their governing body … all uniforms [should] be affordable, and available in a range of shops.” decision will impact students and their attainment of educational goods which can be defined as knowledge, skills and attitudes (Brighouse, et al., 2016). Thus, the belief behind this recommendation to the DfE is that whilst, “values are often in tension” (Brighouse, et al., 2016, p.4), ensuring each child is dressed in the same uniform, would encourage an environment where there are no pressures regarding what to wear, or what not to wear to school (Gereluk, 2007), which ultimately results in less distractions, allowing for a greater focus on education and attaining significant educational goods themselves. However, be that as it may, one counterargument which was originally prompted by students themselves and has since become the argument of many academics, is that uniforms restrict the ability to have a sense of individualism, which is the final issue this paper will address (Castro, 2012).

This idea that uniforms hinder students in being able to express themselves is also supported by academic author Jill Hamilton who writes of how,

“uniforms can be seen as an effort to violate students’ rights to freedom of expression” (Hamilton, 2008, p.97).

However, a headteacher at a school in London responded to this statement by identifying the many alternative ways in which a student can express themselves in school, “any child can express their identity whilst wearing a uniform, in my opinion.. through sports, or music, or art or dance, through discussions and debates in class, I don’t believe conforming to a uniform means compromising one’s individuality and personality” (Denny, 2011, p.97).

Additionally, Denny noted how many students he interviewed spoke of how having a uniform was less pressurising as then [with a uniform], they couldn’t be judged on the clothes they wore to school and any element of competition is eliminated (Denny, 2011). Finally, a significant point that must be raised is how in a country that is aiming for a meritocratic education system (Gillborn, 2005), where social class still causes many issues on the attainment of education (Nahai, 2013), there is certainly no room for additional ways to highlight the social class in which a student is from which could be done through judgement of one’s clothes (Cregan, 2012).

To conclude, this essay has not only provided an explanation as to why it recommends that the DfE ammend their current policy to enforce a compulsory uniform policy across all schools in the UK, but it has also given insight into some counterarguments and why, despite these arguments, a compulsory uniform policy would still benefit students, teachers, and the education system overall.

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On the benefits of universal free school meals Hope Silvester, second year Education and Special Educational Needs student, shares her research blog explaining why universal free school meals would be a significant improvement on the limited provision available currently.

Power over policy and legislation changes is held by the government and therefore this piece calls for the law to be revised with the recommendations stated. Benefits of universal free school meals could then be seen sooner.

Could universal free school meals increase students’ understanding of food options?

This piece will explain why the expansion of free school meals is a current and contentious issue. It will be recommended that the government should ensure all primary aged pupils have access to free school meals.

Reducing stigma, discrimination and improving the student’s diet are some of the many benefits. The contending opinions that universal free school meals would be too costly will also be framed.

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Free school meals provide children with one hot and healthy meal every day, whilst they are in school. This then ensures every child is fed each day with meals that are held to high nutritious standards (Belgutay 2014). The U.K. is currently struggling with the increasing childhood obesity rates; therefore, providing children with a “delicious and nutritious”, (Belgutay 2014) meal each day, will lead to improvements in children’s diet, then more likely to be carried through to adulthood, ultimately promoting a healthier population. It has been found that introducing these healthy meals directly effects what foods children bring into school for their packed lunches: Free school meals has sparked an interest in healthy food options (Naughton 2014). This implies that free school meals offer a culinary benefit for students, and increased awareness of the variety of food options and health benefits of different types of food. These values should be seen as important to the government, the understanding of healthy living has the

potential to save the government money in the long term. This saving will be seen in the reduction of spending on diet related health issues.

It is also important to address the key opposing argument for universal free school meals which is the additional cost it would have for the government.

Providing school meals for students whose families can afford them is also seen by some critics as a ‘waste’. The cost of a school meal is £2.30 currently, “extending free meals to all primary children would cost the government around £800 million per year” (Dearden, L. & Farquharson, C. 2017). This does not include the additional costs that would likely be needed to “renovate school kitchens and cafeterias to provide additional meals”, these costs would be one-time investments, however they would need to be paid upfront. According to Dearden, L. & Farquharson, C. (2017) this could add “as much as £270 million”. It is important to remember that children’s health and educational achievement could be positively affected if these costs were met by the government.

Alternative opinions to universal school meals are expressed by Goddard, V. in Ferguson, D. (2020) who states that having universal free school meals “is not the best use of that money” suggesting that the most deprived children should be the only ones to access the provision. This opinion also suggests that not every primary school aged child school have access to the benefits of free school meals by not introducing the scheme universally.

Scotland has previously introduced free school meals to all early year pupils in classes P1- P3. Positive

“free school meals offer a culinary benefit for students, and increased awareness of the variety of food options and health benefits of different types of food. These values should be seen as important to the government” impacts have been reported including attendance, behaviour within school and improvements on the general school community (Beaton, M. et al.

2014). Leading on from this, building a community where there is less stigma and more understanding amongst pupils will prove to be a long-term benefit, as the previous ideas around deprivation and need will be removed when all children are provided with free school meals. It is a common misconception that free school meals are only beneficial to those students from deprived backgrounds, however neglect and food deprivation can affect any students, no matter what social class they fall into. Stannard, J. in Ferguson, D. (2020) rightly highlights “If the benefit is not universal, children will always slip through the net.” By making school meals free and universal, no student loses out, and the Stigma previously attached will also no longer exist as every student is receiving the same provision, irrespective of their social class. By providing all primary aged pupils with this provision the government would be giving the next generation the best start; teaching them equality and fairness, whilst also ensuring no one misses out and is burdened by going hungry, or stigma from peers. School uniform is based on 21

“By providing all primary aged pupils with this provision the government would be giving the next generation the best start; teaching them equality and fairness, whilst also ensuring no one misses out and is burdened by going hungry, or stigma from peers” the same logic of equality and fairness.

Most UK schools have uniforms to eliminate any stigma and create one body of equals who all are held to the same standard. The school meals programme has the same intended outcomes and includes potential health and academic benefits. Consequently, those that argue against universality of school meals would also therefore be arguing against a school uniform. The social impact of a shared lunch and time for language and social development is also of benefit in a time of fractured mealtimes and reduced physical interaction.

The current system is encouraged to make changes to accommodate every pupil in all primary schools across the UK. The evidence from previous studies and other governments who have adopted similar policy changes, shows the vast potential benefits for pupils in all aspects of their life, not just education. Although this essay calls for the government to introduce universal free school meals for students at lunch time every day, there could be a progression towards this goal, that would consider the large upfront costs the lunchtime meals would require. Dearden, L. & Farquharson, 22

C. (2017) recognise the benefits of primarily offering free breakfast clubs as a “cheaper and more effective way to improve both education and health outcomes.” However universal lunchtime meals are preferred in the long term as students are not required to be in school for breakfast clubs and therefore some pupils wouldn’t be able to benefit from this. So, the call to the UK government for free school meals is still encouraged and favoured overall and so any developing changes should not be accepted as the long-term solution.

Finally, the suggestion of expanding on the current system, where students up to Year 2 already receive Free School Meals, is not new and has been promised by the Labour Party, who recognise the health and attainment benefits the provision could have.

References Beaton, M. Craig, P. Katikireddi, S.V. Jepson, R. and Williams, A. (2014). Evaluability assessment of free school meals for all children in P1 to P3.

Project Report. NHS Health Scotland, Edinburgh.

Belgutay, J. (2014) Nutrition – Why free school meals are the dish of the day. The Times Educational Supplement Scotland. (2355).

Available at: http://search.proquest.com/ docview/1514662028/. (Accessed 11 March 2020).

Dearden, L. & Farquharson, C. (2017) ‘Free school meals for all primary pupils: Projections from a pilot’, Institute for Fiscal Studies, Available at: https://www.ifs.org.uk/publications/9202 (Accessed 31 March 2020).

Ferguson, D. (2020) ‘Should the taxpayer continue to fund free school meals?’, The guardian, 10 March, Available at: https://www. theguardian.com/education/2020/mar/10/ infant-free-school-meals-taxpayer-fund-them (Accessed: 31 March).

Naughton, L. (2014) Giving children the best start: free school meals. Community practitioner: the journal of the community practitioners’ & Health visitors’ Association. 87 (1) 14-16.

Level H Dissertation Projects With CEPA support, these students are working towards publication of their dissertations in peer reviewed journals.

Centre for Education and Policy Analysis (CEPA) AT LIVERPOOL HOPE UNIVERSITY AN EXPLORATION OF FACTORS AFFECTING PARENTAL SCHOOL CHOICES IN A NORTH WEST LOCAL AUTHORITY. SARAH EARNSHAW This study explores the variety of factors affecting parental primary school choices within a Local Authority in the North West of England in order to understand the decision-making process and whether this varies depending on a family’s ethnic or social class background. The responses from 96 parents to an electronic questionnaire, representing six schools, were analysed alongside the experiences and opinions of two headteachers and a School Effectiveness Lead, employed by the Local Authority. The mixture of qualitative and quantitative data was analysed using appropriate methods and the findings revealed that most parents viewed their school choice decisions as critically important in order to optimise their children’s future life chances. Although parents typically accessed information relating to Ofsted performance and academic achievement, many relied upon building a picture of a school’s reputation using information passed on by word of mouth.

The findings also highlight how racial and social class differences exist regarding parental approaches to the primary school admissions process, which show how disadvantaged groups encounter barriers that ultimately influence their decision making and limit choice. The outcomes concur with existing research which identify that changes within government policy relating to school admissions could be made, in order to promote race and class integration in areas of segregation.

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NUDGES IN EDUCATION, A NEW AND INNOVATIVE WAY TO IMPROVE POLICY RECEIVERSHIP, OR A NEW AND COVERT FORM OF SOCIAL CONTROL? KIM BRIMBLE Since the 1980’s the UK government has implemented policy changes derived from the learnings of behavioural economics in many aspects of society whilst pedalling ideologies of neo-liberalism and marketisation. This project aims to determine where the theory of Nudge sits within the context of education. Is nudge aiming to converge values within society for greater receivership of policies or is nudge an obvious choice to ensure those greatly disadvantaged by poor choices are aided to make better choices to enable equality, whilst preserving the libertarian nature of the UK society, or is there an alternative? Is an intervention that gives individuals skills for life, those that prioritise education and bettering those skills a better option? Answering such a question proved to be complex and difficult to determine.

There seems to be no clear answer to this question but rather there is a place for both nudge and boosts within the education system but there needs to be more transparency in the purpose of the intervention in order to both preserve liberties and ensure the best intervention is used to gain maximum effect.

CLASS DOJO: CLASSROOM MANAGEMENT OR SURVEILLANCE GONE TOO FAR? A QUALITATIVE STUDY OF TEACHER PERSPECTIVES. SARAH JOYCE With ever-developing technology in schools and classrooms, it is no surprise that such an app has been made to help teachers manage their classrooms and their student’s behaviour. Research carried out by Horner at al. (2009) suggests that effective classroom management sets a foundation for students’ academic success.

Of course, this would lead to a variety of apps with similar intentions.

Further research provides evidence that effective classroom management can also have a positive impact on teachers’ work environments (Bradshaw et al, 2008).

With these positive enhancements, it may be easy to become reliant on classroom apps to support school life. This dissertation explores the other possible impacts these apps, specifically Class Dojo, can have on school life, for both teachers and students.

The overall surveillance of children in school is increased through such apps as Class Dojo, often with the intention of praising good behaviour, but unwittingly increasing surveillance to do so. This study explores teachers’ perspectives on these technologies, the Class Dojo app and the increased surveillance that it may cause.

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AN INVESTIGATION OF HOW ‘WHITE SUPREMACY’ WAS PORTRAYED IN SCHOOL HISTORY TEXTBOOKS USED IN THE US SOUTH BETWEEN 1925-1935.

MOLLY O’KEEFE This study investigates two United States history textbooks from the early twentieth century, in the attempt to understand how white supremacy is displayed to young people. The study explores racial representations and ideas of ‘whiteness’, together with secondary literature to see ways in which white supremacy is exhibited in the texts. The key findings in both sources are the prevalence of white power and hierarchy, and identity and representations. The ways in which white power is presented in both sources is discussed, alongside secondary sources, to attempt to understand views and norms of society at this time in history. Following this, the creation of an exclusive white identity, and how the representation of racial groups contributed to the racial hierarchy, is explored.

BLURRED LINES: YOUNG PEOPLE’S MENTAL HEALTH; WHERE DO THE RESPONSIBILITIES OF EDUCATION END AND THE NHS BEGIN? LISA FARNHILL ‘Childhood should be the happiest time in a person’s life, yet for thousands of children who develop mental illness in childhood or adolescence, the reality can be very different.’ is the powerful opening to the ministerial foreword of the response to the consultation on ‘Transforming children and young people’s mental health provision: a green paper’ (Department for Health and Department for Education, 2017, p.1). This research explores the impact of the implied declining mental health (MH) of young people, ascertaining what support is available, considering whether as the green paper suggests, it is insufficient whilst uncovering the opinions of educators, outlined as a crucial element in the strategy within the response, yet whose opinion is seemingly absent from the evidence base used to determine it.

CRITICAL LITERACY AND CRITICAL DISCOURSE ANALYSIS: THE CASE STUDY OF THE HILLSBOROUGH DISASTER. SEAN ATKINSON. This study investigates the discourse used in three different tabloid articles to represent the working-class. The articles focus on the Hillsborough disaster and the extent to which the Liverpool fans were responsible for the death of 96 people.

The discourse is analysed through Critical Discourse Analysis (CDA), using the analytical categories of Fairclough to highlight how tabloids can exert power irresponsibly. The analysis of text shows how different tabloid companies have different political agendas to try and influence public opinions. The findings show how CDA can be used alongside Critical Literacy programmes to expose power relations across society by making people conscious of power imbalance. By being conscious, people can make decisions that impact society and resist oppression from those in positions of power.

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Contributors welcome Do you want to contribute to the January, 2021 edition of The Ed Stu? If so, please contact Rosie Germain with your idea at germair@hope.ac.uk All ideas welcome.

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YEARS OF ACADEMIC EXCELLENCE

The Ed Stu T: 0151 291 3947 E: germair@hope.ac.uk Edited by Rosie Germain and Catherine O’Connell and designed by Liverpool Hope University Design Team.