The internationalisation of higher education presents an increasingly urgent need to explore how universities can become more welcoming places for all students. Top-down implementation of widening participation and the inclusion of a more diverse and less prepared student population in higher education have led to social and academic exclusion,…

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…

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…

Purpose: Government's role and sex education are vital in promoting inclusivity and sexual health. To understand the impact that the legislation has had on sex education, it is necessary to evaluate it at the different training levels. Design/methodology/approach: The method used is a critical review aimed at comparing educational and state…

For applied psychologists, the goal is to promote positive outcomes among the individuals and groups they serve. Psychological practice takes place within a real-world context, including societal conditions that both harm and support children. Within school and counseling psychology, growing recognition of the impact of society on children has led…

This article investigates the role of an academic development programme associated with the implementation of newly designed assessment criteria in the UK-based Arts University. The introduction of new assessment criteria was accompanied by a pan-university academic staff development intervention. In a small-scale qualitative study, we researched…

This article is concerned with the discourses of teachers and teaching work that have circulated in UK and US education policy circles during the COVID-19 pandemic. Drawing on UK and US policy texts published in Spring and Summer 2020, we discuss how the policy discourses underpinning these texts re/define and mis/recognise teaching work. On a…

Based at De Montfort University, Decolonising DMU is a strategic initiative working to create an anti-racist institution where all can achieve. Growing from DMU's Freedom to Achieve project Decolonising DMU extends anti-racist work across the structure and composition of the institution, moving away from a sole focus on the curriculum. The Library…

In this paper, we share interim insights that emerged from "Female Voices in the Third Space: Equality, Diversity and Inclusion in South-North Collaborative Online International Learning (COIL)," a project co-funded by the British Academy/Leverhulme Trust. Drawing on data generated through interviews conducted with female participants…

Despite longstanding calls for social justice-oriented teaching, there remains limited understanding of how to achieve it. This paper reports findings from a research-development project that explored the experiences of UK-based primary science teacher educators participating in a nine-month equity-oriented professional development programme and…

Mindfulness is increasingly offered in schools around the UK, as well as internationally. Previous research has focused on the efficacy, the implementation, and the wider meaning of mindfulness in education, rather than sociological interests, such as matters of equality and social justice. This article draws on qualitative data from the 'Mapping…

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and…

The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and…

Critical reflective practice is a foundation of socially just pedagogy. This paper focuses on the informal STEM (science, technology, engineering, and maths) learning sector, where there is an acute shortage of support for critical reflective practice despite long-standing, entrenched issues of inequity. We analyse how practitioners used a new…

This paper considers critical reflection as a pedagogical strategy in UK higher education at a moment of an amplification of populist, reactionary discourses. It draws on written reflections of foundation-level students in a case study cohort and offers insights into their lived learning experiences and perceptions of the value of reflection. This…