Education Studies News and Events

Colloquium 17 June 2020, University of Warwick

The University of Warwick is hosting a one-day colloquium, jointly funded by the British Academy and the Philosophy of Education Society of Great Britain, to explore therapeutic philosophical traditions in light of educational issues, and in response to calls by policy makers that schools should be teaching about mental health. Philosophers, psychoanalysts and education researchers will bring their experience and expertise to the conversation. There will be a special focus on Wittgenstein and Stanley Cavell.

Speakers: Josh Cohen (Goldsmiths), Richard Gipps (Oxford), Joanna Moncrieff (UCL), Adrian Skilbeck (IOE/Winchester), Paul Standish (IOE), Emma Williams (Warwick), and ‘in conversation’ with Adam Phillips (psychoanalyst and writer).

 Register on Eventbrite (use the password ‘therapy’) or sign up here.

Spaces are limited, so early registration is encouraged.

There is no fee for attending the colloquium. Lunch will be provided.

Organised by Emma Williams, Centre for Education Studies, University of Warwick.

The Student Poster Conference on Wednesday was a great day both for our students and our staff. Thank you to everyone for making the day what it was, especially our students.

please see #frmposterconference with more photos soon

Michael Wyness and Mon Partovi have had their article published online in Educational Review. Read the full article

The paper provides analysis of findings from research on “pupil voice” collected from 88 Iranian pupils within five primary classrooms. No previous research has been carried out in Iran on “pupil voice” emphasising children’s right to a say about different matters in their school lives. Two methods of data collection were applied: a) participant observation where the observer facilitated workshops within each classroom enabling children to reflect on issues that matter to them; b) individual interviews with pupils, teachers and headteachers aimed at gathering information regarding school participants’ insights into their experiences in schools, including the role of teachers, school regulations and pupil voice activities. Our data reports on the preoccupation teachers and children had with our workshop as an alternative pedagogic form in their schools. While both pupils and teachers saw the advantages of a participatory approach to classroom interactions, national, educational and pedagogic cultural factors provided substantial challenges.