#IOEBlog

Closing the loop: what schools and universities can learn from each other through a ‘funds of knowledge’ approach Do educators see and value the knowledge and experiences that students bring with them? We explore this question through the lens of Funds of Knowledge (FoK)... (read more)

"Our students are diverse in nationality, language and background. When these differences are recognised, they foster richer dialogue, stronger relationships and deeper learning"

IOE academics reflect on a ‘funds of knowledge’ approach to education. #IOEBlog
blogs.ucl.ac.uk/ioe/2025/11/...

Is it time to drop the terminology of ‘powerful knowledge’ in talking about the school curriculum? How will the idea that the curriculum should be rich in knowledge and based on powerful knowledge shape curriculum policy?

The review focused on "evolution, not revolution". John White asks: evolution towards what?

In this #IOEBlog, he probes at the concept of a "knowledge-rich" curriculum.
blogs.ucl.ac.uk/ioe/2025/11/...

Crisis or variation in languages education provision in England? Language learning in the UK is often framed as being in a state of “crisis”. But does this narrative provide a fair reflection of what is happening across all schools in England?

And on the #IOEBlog, our academics investigate if languages education really is in a state of crisis.

They analyse the trends behind GCSE languages uptake across England 👇

blogs.ucl.ac.uk/ioe/2025/08/...

Beyond Islamo-Leftism: what the Right gets wrong about Muslims and the Left After three years of research into the complex connections and overlaps between British Muslims and diverse political left(s), Jonathan Galton discusses “Islamo-Leftism” … (read more)

What is Islamo-Leftism, and what does its future look like in the UK?

@jonathangalton.bsky.social (@tcru-ucl.bsky.social) analyses the complex connections between left-wing and Muslim political activism on the #IOEBlog

blogs.ucl.ac.uk/ioe/2025/08/...

Crisis or variation in languages education provision in England? Language learning in the UK is often framed as being in a state of “crisis”. But does this narrative provide a fair reflection of what is happening across all schools in England?

Is language learning in the UK really in a state of crisis?

It's not that simple – languages GCSE uptake across schools can vary very widely, write IOE researchers. #IOEBlog

blogs.ucl.ac.uk/ioe/2025/08/...

An alternative way forward for Ofsted inspection Concerns, and anger, regarding the conduct and impact of Ofsted inspection are longstanding, and it is vital Ofsted engages with such evidence... (read more)

What could the future of Ofsted inspections look like?

Frank Coffield sets out his seven-point plan for accountability and change #IOEBlog
blogs.ucl.ac.uk/ioe/2025/08/...

“My mum’s a soldier”: how young men enacting violent and misogynistic masculinities can still love and respect their mothers We highlight the often-contrasting roles and power dynamics experienced by Black, Asian and minority ethnic (‘BAME’) men between ‘the street’ and the home… (read more)

“My mum’s a soldier." "I’m close to my mum." "She’s the one who runs the house."

How can young men's love for their mothers counter the pull of violent and misogynistic street cultures? #IOEBlog

blogs.ucl.ac.uk/ioe/2025/07/...

Reimagining protection for unaccompanied asylum-seeking children IOE’s Thomas Coram Research Unit (TCRU) and Coram have called for a fundamental shift in how asylum-seeking children and young people in the UK are supported... (read more)

What does the asylum system feel like when you’re the child inside it? @tcru-ucl.bsky.social and @wearecoram.bsky.social are calling for reforms to better protect children seeking asylum. #IOEBlog

blogs.ucl.ac.uk/ioe/2025/06/...

The future of AI in high stakes testing: the fairness question Artificial intelligence (AI) is transforming high stakes testing. But how do candidates experience these tests? Are they trusted as fair and reliable measures?

Would you trust an assessment scored by AI? #IOEBlog

blogs.ucl.ac.uk/ioe/2025/04/...

Six myths and facts about accessibility. Share and save.

Myth 1: Accessibility is for disabled people. Fact: Accessibility recognises the many different ways humans perceive, experience and connect with the world.

Myth 2: Accessibility is ramps and lifts. Fact: Accessibility is more than physical access. It includes digital platforms, live events and teaching.

Myth 3: Accessibility is expertise. Fact: Accessibility is a constant learning journey. If you are proactive, your expertise will grow.

1/ To mark Neurodiversity Celebration Week, Leda @kamenopoulou.bsky.social and Ben Watson break down six myths about accessibility. @ucl-ioe-phd.bsky.social

Read in more detail on the #IOEBlog: blogs.ucl.ac.uk/ioe/2025/03/...

To tackle exclusion we need a whole school social pedagogic approach, starting in the primary years We need a rethink in how to address attendance at school. We believe an approach based around the principles of social pedagogy offers a better way forward…(read more)

Children who feel engaged at school are less likely to be absent – so schools should focus on children's wellbeing and relationships with peers, teachers and parents to cultivate a sense of belonging.

IOE experts explore this social pedagogic approach on the #IOEBlog
blogs.ucl.ac.uk/ioe/2025/03/...

Collaborative and co-learning for disaster and climate justice By enabling a social learning environment, collaborative learning pedagogies cultivate a sense of belonging … (read more)

How "co-learning" in disaster and climate education can dismantle power dynamics and encourage collective reflection and action.

This pedagogical approach emphasises the reciprocal nature of learning – “we don’t become their voice, we work to empower them." #IOEBlog
blogs.ucl.ac.uk/ioe/2025/02/...

A decolonised curriculum: principles and values In many higher education institutions, best practice principles for curriculum design frequently reflect a model that perpetuates colonial assumptions about knowledge, learning, and assessment…

What does a decolonised curriculum look like and how can it be achieved?

- Prioritises formative over summative processes
- Values ethical reasoning, creativity, and embodied knowledge
- Addresses colonial legacies and fosters justice

Read on the #IOEBlog:
blogs.ucl.ac.uk/ioe/2025/01/...