By May Nasrawy, CIRCY doctoral researcher I want to share some of my writing reflections which draw on my doctoral experience, and particularly the final year of the writing of my thesis. Writing wasn’t quite the terrifying experience I’d feared when I began my doctoral journey, having heard some of my former PhD peers talking … Continue reading ‘Pulling It All Together: One PhD CIRCY researcher reflects on writing the last stages of her PhD during the COVID Pandemic’
Martin Brown, PhD researcher, School of Education and Social Work, University of Sussex In this blog which foregrounds the academy school as currently constituted in England, I consider teachers’ experiences of ‘self-appraisal’ – the subject of my PhD thesis. In so doing, I wish to leave the reader with some rhetorical questions about the implications … Continue reading A Type of Forgetting: Academy teachers’ experiences of self-appraisal and some rhetorical questions this raises in relation to children and young people
Governing children’s lives during Covid-19 through educational regulatory practices CIRCY were delighted to welcome Georg Rißler and Martin Bittner (Europa-Universität Flensburg, Germany) to lead our winter seminar on 4 February 2021. Georg and Martin shared a German Covid-19 pandemic context of educational research they are currently conducting. This blog is a vignette of reflective discussion … Continue reading In Conversation: Martin Bittner and Rebecca Webb
Photo by Pixabay on Pexels.com One thing that feels like it unites across educational practice discourses, across paradigms and even across pandemics is hope. The act of education is in itself hopeful. This is whether it is instrumentally concerned with creating the adults of the future or more existentially concerned with immanent becomings. There is … Continue reading On hope and certainty in education
CIRCY co-director, Rebecca Webb is in conversation with Steven Crowe, University of Sussex and Childhood and Youth alumni and manager of a residential home for children During the early days of the first Covid-19 lockdown in the spring of this year, I was fortunate enough to pass Steven Crowe, former BA in Childhood and Youth … Continue reading Listening To Children in a Care Home Setting in a Time of Covid
My background is in social work and my research has focused on psychosocial approaches, family practices and social work. Until I started in my post I would not have considered my own childhood through the lens of ‘kinship care’. I grew up in a family where children were sometimes cared for by relatives other than … Continue reading Light over here please….
By Michelle Lefevre (CIRCY Director) and Rebecca Webb (CIRCY Co-Director) A particularly thought-provoking and enriching session of our CIRCY postgraduate researchers’ network took place on 16.9.20, requested by several members who are contemplating, currently involved in, or who have extensive professional experience of working with children and young people in ‘participatory’ ways. The session facilitated … Continue reading Reflecting on participatory methods and methodologies for research with children and young people
In late twentieth and early twenty-first century Britain, the child and the youth repeatedly become the subject of a creative destruction of the future. ‘Creative destruction’: Attacking, splitting or reducing something complex – a nation, an institution, a corporation or community - to more simple and singular fundamentals, in order for it to thrive: a … Continue reading Creative destruction: Fears and fetishes of children and the future in late modern Britain
‘It’s not always about the troubles, there’s other beautiful things in our lives that we want to talk about’. Those were some of the words of 13, 14 and 15 year-old boys and girls, at one of the scheduled focus group sessions I conducted in Jerusalem back in the winter of 2018. The focus groups … Continue reading Some Reflections on what it means, and how it feels, to talk to children and young people in an Arab/Palestinian minority community.
As an outdoor educator I have become curious as to why ‘nature’ seems to be assumed as ‘good’, especially with regards to children’s education, and whether this notion of ‘good nature’ aligns with notions of environmental sustainability. After all, children are the ones most likely to face the consequences of climate change (Alderson and Morrow, … Continue reading ‘Nature’ as ‘good’ – an ECEC product and practice