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Introduction This paper explores the declared and formal and informal taught endodontic curriculum within an undergraduate dental programme in the UK as part of a wider study, which also investigates the learned curriculum. Management of the dental pulp was chosen due to the availability of clear internationally recognised guidelines.Method The declared curriculum was identified through existing course guides and seminar and practical session plans. The formal taught curriculum was identified by cataloguing all lectures, practical teaching sessions, seminars and handouts available to dental students. Questionnaires using clinical vignettes were used to explore the informal taught curriculum.Results Valid responses to the questionnaire were received from 25/40 (62.5%) clinical supervisors. Disparities between national guidelines and the declared and taught curriculum were primarily due to broad learning objectives and disparate information from lectures and supervising clinicians. Although the majority of formal teaching aligned with national guidelines, the main deviation occurred within the informal taught curriculum.Conclusion This study highlights disparities between current evidence-based guidelines and the declared and taught curriculum in relation to pulp management in a UK dental school. Recommendations are that all policies, procedures and protocols are updated and aligned to a contemporaneous evidence base annually, plus engagement with clinical lecturers, to enable more standardised teaching., (© 2024. The Author(s), under exclusive licence to the British Dental Association.)

Following calls to 'bewilder' (Snaza 2013) the pioneers of early education, this article positions Montessori pedagogy as a 'desire path' that acts as resistance to normative policy-driven pathways in early childhood education and care. Desire paths are alternative tracks made aside from officially established walking routes. In this paper I think with the metaphor of pathways and desire paths positioning an educator's choice to practice Montessori pedagogy as an approach which wanders outside of mainstream qualifications and education. To do this, I take fragments of a professional life story that chart the agentic nature of choosing Montessori pedagogy as a way to problematise how walking that desire line challenges, and defies normative pathways. I also propose a re-reading of Montessori's pedagogy, not as pioneering but as nomadic, and suggest that "social" desire paths enable Montessori education to be viewed as multiple, situated, alternative tracks to prescribed pathways.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

Volume 2 of this journal included an article (Canterford, 2003) which discussed 'segmented labour markets' in 'international schools'. Using an economics lens, that paper investigated the predominance of British and American educators, concluding that a form of discrimination existed which was driven by demand-side factors. In particular, Canterford identified a labour market dominated by British and American actors, asserting that 'requirements discriminate very effectively against teachers from certain areas of the world.' Our paper re-visits and advances Canterford's discussion, and argues that not only does there still seem to be a reliance on native English-speaking Anglo-American actors in what might be described as 'traditional international schools', but there is a further need to move beyond economic theory towards the application of a sociological one. By applying Pierre Bourdieu's "Social Field Theory" we show how positive discrimination in favour of native English-speakers from certain Western/Global North nations can occur within a discrete level of activity, creating a condition that is evident yet most often "misrecognised." A complex set of "doxa" endures within the arena, beginning at recruitment level and continuing within curriculum-delivery and teacher-retainment levels. We show how the field in general possesses a normative belief-system that promotes division within the labour market, yet at the same time makes it seem natural, legitimate, and 'legal'. This situation, the "nomos," is a powerful, structural condition that helps make positive discrimination in favour of British and American actors seem so fundamentally normal as to remain, for the most part, unremarked. The topic still requires substantially more investigation and validation. However, by theorising it, and thus better confronting it, we can arguably begin to deal with it.

Purpose: Drawing on human capital and sustainable career theory, this paper aims to explore university students' views regarding their self-perceived employability following participation in a mandatory module titled "The Global Marketing Professional". Design/methodology/approach: Overall, 80 students studying a full-time postgraduate master's degree in international marketing management at a northern Russell Group university participated in a two-wave study by completing a questionnaire during Weeks 1 and 9 of the module in the 2021/2022 academic year. Descriptive statistics, paired samples "t"-tests and quantitative content analysis were subsequently applied to the data set. Findings: Students' confidence in their self-perceived employability rose from 37.5% to 92.5%. This was supported by the paired samples "t"-tests' findings of increases at the item and composite scale levels. The quantitative content analysis found benefits of the module to include increased confidence, interactive classes, skills development, knowledge of the recruitment process, CV development, proactive career ownership, interview guidance and networking. Suggestions for improvement included increasing the amount of lecture time provided, increased accessibility via subtitles and opportunities for real-world experience. Originality/value: The contribution comes via the advancement of human capital and sustainable career theory by identifying empirically informed strategies for enhancing students' self-perceived employability within the university curriculum. Implications subsequently extend to universities, organisations and national economies.

Abstract In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation--England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of the curriculum in England, all PE curricula conceptualise health and wellbeing holistically. However, our analysis also uncovered complex health landscapes within curricula, where discourses move from notions of supporting and enabling pupil health and wellbeing towards a more concrete (and measurable) concept of health-related learning, often associated with public health goals of promoting physical activity. Furthermore, although the public health discourses are presented in a way that suggests that young people will develop knowledge and skills to support their health, closer scrutiny reveals that they may be more associated with discourses of risk, promoting 'healthy' behaviours to avoid 'ill health'. We conclude by suggesting that PE teachers need to develop a critical understanding of the health discourses within their PE curriculum. This will help them to navigate, interpret and enact curricula in an informed way, enabling them to challenge discourses that are deficit in nature, where pupils are taught how to be healthy, rather than having the freedom to learn about themselves and their health.

Aims: The present article seeks to explore the historical context of relationships and sex education (RSE) and examine the positioning of 'No Outsiders' within this. Consideration is given to the credibility of arguments against the implementation of No Outsiders in education settings and examination of whether diversity strands of 'sexual orientation' and 'gender identity' deserve the disproportionate amount attention they receive. Method: The paper utilises Erikson's Stages of Psychosocial Development (1950, 1963) to interpret the capacity of understanding of children and young people (CYP) in relation to an RSE curriculum. Contemporary research outlines the need for an environment which enables exploration. Further consideration deconstructs the argument for childhood innocence as a reason for not providing an informed RSE curriculum. Findings: The paper reports on the inherent difficulties of delivering an RSE curriculum, which may require the reconciliation and compromise of personal and societal values. Equally, there is a clear need for schools, institutions and society to remain steadfast and resolute in the face of discriminatory views. Limitations: The challenges in unifying groups who divide themselves on core issues is recognised, however a legislative backdrop frames the foundation for how this can be achieved. Conclusions: The 'No Outsiders in Our School' resource offers a fresh approach to the teaching of relationships education in primary schools (Moffat, 2015). Despite its seemingly harmonious early existence, the programme has suffered significant scrutiny, precipitating protests, vilification and condemnation by some sections of society. Matters of sexual orientation and gender reassignment deserve equal recognition as protected characteristics under the Equality Act (2010). Too often, the legitimacy of these protected characteristics are questioned or presented as 'other' within the context of equality. The move towards a more inclusive RSE curriculum should be brave in its embodiment of legislative policy.

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education?

This paper presents a qualitative systematic review of educational policy and practice on tackling intimate partner violence (IPV) among young people in the UK. Up to date, the majority of school-based IPV interventions were conducted in the US and now there is growing consensus among UK policymakers, researchers and practitioners as well to address IPV issues through educational practice. This review aims at gathering evidence of the type and nature of policies and institutional level practice adopted to tackle IPV issues among young people within an educational context, and what impacts these interventions have on mitigating the occurrence of IPV. In undertaking this review, three databases (Eric, BEI and Scopus) were searched and grey literature was manually added. Findings from the review suggest that the majority of interventions were effective in altering attitude and promoting awareness of IPV. Still, longitudinal studies are needed to see if changes in attitude can be translated into the effective behavioural alteration in real-life situation. Although most students expressed satisfaction toward the existing interventions, it was also found that lack of consideration of gender can lead to uncomfortable feelings among students. There were contradictory views regarding whether teachers or external experts would be a better person to deliver the intervention and who was the person students preferred to turn to for help. Besides, country-wide interventions are needed to make sure all schools have an opportunity to provide IPV education, and the support from the UK government is of crucial importance to make this happen.

Many approaches to political education take it to involve the construction of particular sections of the curriculum in which political matters are addressed -- named perhaps "civics" or "citizenship education". While these approaches have often been beneficial, they are all also problematic and controversial in some degree. Moreover, it is sometimes said that political education operates across a wide range of what happens in educational institutions -- for example, in the ways of behaving that are promoted inside and outside the classroom, in the general ethos of the school or college, and through its marking of significant dates or events. The approach adopted in this paper takes a more radical line, however, in that it resists the restriction of the political that these approaches assume. This is not to argue for the mobilization of schools and other educational institutions as instruments of politics. It is rather to try to show that matters of political significance are pervasive in the curriculum. The substance of the curriculum is an expression of what the culture takes to be important and of the values that the culture wishes to pass on. The fostering of those values must have some effect on the kind of society that is then promoted, and indeed this must be inherent in the aims of education.

When crises occur, revisiting given knowledge and practices seems sensible and necessary. For instance, the recent financial crisis in 2008 lead to questioning the role played by financial institutions and business schools in precipitating the crisis by allowing questionable professional ethics to go unchallenged. There is a current crisis in public administration in the UK, visible in the growing challenges to public sector professionals in their practice and in the increased questioning of the government as a guarantor of public services and welfare. To understand the current situation, exploring the role of public administration teaching and professional organisations in the UK is key. Have we perhaps neglected the teaching of ethics and public value as crucial tenets to the profession and to its practice? This paper explores the necessity, merits, and difficulties of embedding ethics and public value concepts into the curriculum.

This paper explores: (a) the impact of psychology education governance on our understanding of subjectivity and (b) how this functions for neoliberal capitalist structures. The ways-of-knowing, power relations and perceptions of subjectivity are approached through texts selected from official documents governing the curriculum, and qualitative interviews with psychology students, including postgraduates with teaching responsibilities. Discourse is analysed using Foucauldian theory. The key findings are that a positivist psychology curriculum (a) is largely market driven, (b) is a way-of-knowing that subjugates and objectifies the subject (c) works to substantiate individualist discourses and that, finally, (d) despite claims of neutrality, constructs a subject that works to meet neoliberal capitalist objectives.

Bioinformatics is an essential discipline for biologists. It also has a reputation of being difficult for those without a strong quantitative and computer science background. At Lancaster University, we have developed modules for the integration of bioinformatics skills training into our undergraduate biology degree portfolio. This article describes those modules, situating them in the context of the accumulated quarter century of literature on bioinformatics education. The constant evolution of bioinformatics as a discipline is emphasized, drawing attention to the continual necessity to revise and upgrade those skills being taught, even at undergraduate level. Our overarching aim is to equip students both with a portfolio of skills in the currently most essential bioinformatics tools and with the confidence to continue their own bioinformatics skills development at postgraduate or professional level., (© 2019 International Union of Biochemistry and Molecular Biology.)

The launch of the Transactions in 1923, exclusively for the publication of original scientific work, consolidated the standing of the Journal of the Textile Institute as a scholarly periodical, although the timing was fortuitous, reflecting the needs of the industrial research associations, then newly established in the UK following the 'neglect of science' controversy in 1916. The burgeoning output of papers from this source in turn acted as a major competitive stimulus for the transformation of textile technology in higher education from craft-based empiricism to scientific discipline, albeit incrementally. In the background was the apparent dichotomy between the industrial practitioner and the academic scientist. Higher education sought to bridge this gap while simultaneously adopting the ethos and practices of the applied science model for textile technology, thereby creating tensions internally which took many years to resolve. The paper reviews the emergence of textile technology as a scientific discipline during the inter-war years and acknowledges the defining role of the Transactions. [ABSTRACT FROM AUTHOR]

Purpose: Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies. Design/methodology/approach: The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter "et al." (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries. Findings: The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs. Originality/value: The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.

The dire implications of navigating the overwhelming whiteness of the education system for Black women is foregrounded by the author's autoethnography about her educational journey and experiences. Within it, the author illustrates the key role of her Black identity - despite being immersed in whiteness-- to provide a strong sense of self, pride and resilience, which ultimately leads to her survival in the unequal spaces of the education system. By way of her own educational experiences, the author shares how she becomes motivated to embark upon a PhD as a way to centre and affirm Black identities and in order to make palatable spaces within the hostility of whiteness. Drawing on her PhD research, which is framed by Black feminist epistemology, Critical Race Theory and Bourdieu's theory of practice, her findings, based on the semi-structured interviewing of 25 other Black British women graduates, illustrates that the participants share similar educational experiences and responses. The paper concludes by asserting that the attainment of Black girls and young women often does not reflect their strong commitment to education- which evidences one consequence of journeying into the 'heart of whiteness'. Therefore, the author argues for the necessity of more research and support for this diverse group.

Primary physical education (PPE) is increasingly being recognised for the role it can potentially play in setting a foundation for lifelong engagement in physical activity. However, the majority of the literature continues to focus on the negative features of the subject within the primary context. Whilst acknowledging the existence of these barriers, this paper sets out to take a proactive approach by presenting a conceptual framework for PPE that seeks to support a renewed and positive vision for the future. Based on ideas from complexity thinking, the framework represents a move beyond the more positivist and linear approaches that have long been reported to dominate practices in PPE and recognises learners as active agents engaged in a learning process that is collaborative, non-linear and uncertain. While acknowledging the contested nature of the complexity field, the paper explores how key principles, including self-organisation, emergence, similarity, diversity, connectedness, nestedness, ambiguous bounding, recursive elaboration and edge of chaos, offer a lens that views PPE as a complex system. With the children's learning positioned as the focus of PPE in the educational setting, the paper discusses how complexity principles interweave with the ecological components to help us better understand and more creatively engage with the complex nature of PPE developments. Specifically, these components are identified as PPE learning experiences and their associated pedagogy, teachers and their PPE professional learning and key environmental factors that include the physical environment and key stakeholders who influence developments across the different levels of the education system. The paper concludes by suggesting that this complexity-informed PPE framework represents an open invitation for the all those involved in PPE to engage in a collective process of exploration and negotiation to positively influence developments in PPE.

Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning. Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE. Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as "personal growth through adventure" and "OAE" is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK.

Background: This paper is part two of a discussion about a new pedagogical model for adventure in the curriculum. It builds upon part one, the advocacy paper, which considered important theoretical foundations, historical influences and research outcomes of outdoor adventure education (OAE) in the UK. Purpose: This paper outlines how a model for OAE might be implemented in practice in schools in the UK. Four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences. Consideration is also given to other essential features of models-based approaches to physical education that teachers need to consider to underpin the model's authenticity, including pupils' readiness for learning, teacher expertise and knowledge, and assessment and future model validation. Conclusions: Four non-negotiable features of a model for OAE are identified as being mainly outdoors, experiential learning, challenge by choice and managed risk. Key concerns arising from the implementation of these non-negotiable features are considered. These include encouraging pupils to take more responsibility for their own learning, developing closer links between school OAE and local opportunities, supporting teachers in making judgements about pupils managing their own risk, developing teachers' expertise in reviewing and developing assessment tools that measure pupils' affective learning. [For Part One, see EJ1107185.]

Each country should look beyond the nationalistic stories and the everyday self-images popularly disseminated. UK students deserve an environment where school curricula, public debate, politics, media and memorials give balanced, factual and ethically informed narratives about Britain's past and current dealings with other races and nations. A mythical 'great' Britain underpins a 'racialized consciousness' shaping attitudes to race equality issues at home today and how of contemporary commercial colonialism is evaluated. 'White' is a socially constructed composite ethnicity with exclusionary and subjugating characteristics. With different national roots, and played out differently in different countries, the 2020 Black Lives Matter protests point to common, enduring global inequalities and injustices with 'white priority' at their root. This paper focuses principally on the school curriculum, its content and, how it is experienced and assessed. It examines understanding of, and attitudes towards, five interlocking themes: slavery; colonialism; 'righteous' wars; contemporary exploitative engagement with lesser developed nations; and racial and class inequalities in today's Britain. The limited current state of understanding of these issues poses challenges to the extension of multicultural education into meaningful antiracism and action for social justice. The school curriculum is only one part of wider action required to address (mis)understandings of Britain's past and present colonialism, to recognise current race related injustices at home and abroad and to resituate notions of 'belonging', ethnicity and equal worth. Even 'correcting' these perceptions, bolstered by the widespread 'Black Lives Matter' protests in many countries, will not lead to sustained improvements in racial justice without significant adjustments to legal, social and especially economic infrastructures.

This paper sets out to explore the perceptions of teachers towards assessment techniques at a secondary level private school of Karachi. This was conjectured on the basis of the circumstances of parallel boards in the education system of Pakistan and its effectiveness within the context with respect to the curriculum. This was gauged in line with the forms and techniques of assessment corresponding with the curriculum. A qualitative research design based on interviews was chosen for this study. Purposive sampling was used to select the teachers from a school. The findings of the study revealed that the General Certificate of Secondary Education (GCSE) is best suited to assess students' knowledge and skills and the teachers viewed that in order for students to be accomplished in this board, the ways of assessment must take a more meaningful measure of evaluating students' progress.

The article is a position paper on inclusive practice in education with respect to students with severe or profound and multiple learning difficulties (sld/pmld). It asks if children and young people with sld/pmld have been excluded from the policy and the practice of inclusive education. A review of the literature found that there is a research gap around inclusive education for learners with sld/pmld, and a review of historical and current practices indicated that this group of learners has indeed been excluded from both the policy and practice of inclusion in the United Kingdom with the use of curricula based on a mainstream linear and academic model reinforcing this exclusion. The study makes a theoretical and practical contribution to the continuing debate about inclusive education and will be of interest to teachers, parents, policy-makers and the learners themselves.

Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.

Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers' perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised.

This article synthesizes ideas that emerged over the course of a 10-week symposium titled "Teaching Reproducible Research: Educational Outcomes" https://www.projecttier.org/fellowships-and-workshops/2021-spring-symposium that took place in the spring of 2021. The speakers included one linguist, three political scientists, seven psychologists, and three statisticians; about half of them were based in the United States and about half in the United Kingdom. The symposium focused on a particular form of reproducibility--namely computational reproducibility--and the paper begins with an exposition of what computational reproducibility is and how it can be achieved. Drawing on talks by the speakers and comments from participants, the paper then enumerates several reasons for which learning reproducible research methods enhance the education of college and university students; the benefits have partly to do with developing computational skills that prepare students for future education and employment, but they also have to do with their intellectual development more broadly. The article also distills insights from the symposium about practical strategies instructors can adopt to integrate reproducibility into their teaching, as well as to promote the practice among colleagues and throughout departmental curricula. The conceptual framework about the meaning and purposes of teaching reproducibility, and the practical guidance about how to get started, add up to an invitation to instructors to explore the potential for introducing reproducibility in their classes and research supervision. [ABSTRACT FROM AUTHOR]

Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods: The methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality. Discussion points: We present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum. Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education. Conclusion: Overall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change. WHAT THIS PAPER ADDS: What is already known on this subject: Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom. What this paper adds to existing knowledge: This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World. What are the potential or actual clinical implications of this work?: The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes. [ABSTRACT FROM AUTHOR]

This paper reports the development and empirical testing of a model of the factors that influence the teaching-research nexus. No prior work has attempted to create a measurement model of the nexus. The conceptual model is derived from 19 propositions grouped into four sets of factors relating to: rewards, researchers, curriculum, and students. The propositions are operationalised by 61 scale-items and empirically recomposed by a factor analysis on data obtained from 247 UK accounting academics. We demonstrate that, in the discipline of accounting, there are six factors that describe the positive effects of relations between academic research and teaching. We also identify five factors that militate against productive relations between the two. This double-edged sword we term the teaching-research gestalt: although faculty research can be beneficial to teaching and vice versa, there can also be negative effects. The relationship between academic research and teaching therefore requires judicious management.

Purpose: The purpose of this paper is to elucidate the current state of arts entrepreneurship education at higher educational institutions (HEIs) by reviewing the relevant literature and surveying lecturers in Fine Art. Design/methodology/approach: The analysis of fine art students' educational situation at HEIs in the UK and Germany is conducted in two steps: first, a literature review provides an overview of the current state of arts entrepreneurship education, followed by the second step of a cross-sectional survey by questionnaires among fine art lecturers to capture their perspectives of fine art students' professional preparation. Findings: The study confirms the assumed poor state of arts entrepreneurship education at HEIs by showing evidence that an entrepreneurial education of fine art students is definitely not implemented at HEIs, neither in the UK nor in Germany. Practical implications: The findings stimulate the discussion of HEIs' task and responsibility to professionally prepare fine art graduates for their entrepreneurial and professional career. Originality/value: The study contributes to knowledge by presenting relevant findings related to fine art curriculum and current state of fine art graduates' vocational preparation.

This paper examines the possible relationship between religious education and social justice. A consideration of what it is that education in the public sphere should seek to achieve, in a normative sense, is followed by an explanation of how we conceptualise social justice in this paper. This leads us to be able to explain why the relationship between teacher and child or young person is significant and why it is insufficient to conceptualise religious education only in terms of knowledge. Instead, we propose that the teacher's first responsibility when beginning any course of study is to bring the child to attend to their experience and that of their wider community. We argue that curriculum cannot be made in isolation of the context of the child and that education is not something that takes place in abstraction. Rather, it requires the teacher to be attentive to this particular child, the one who is here now, and in this particular place. Having begun to set out the educational position of our argument, we show how this is working practically guided by a Locally Agreed Syllabus for Religious Education: Living Difference IV, in religious education taught in a school in an area of high deprivation in the southeast of Hampshire. UK. [ABSTRACT FROM AUTHOR]

Michael Young's work is central to debates about knowledge and the school curriculum. In recent years he has renounced his early argument that school subjects represent the "knowledge of the powerful", arguing instead that access and equality for all students are dependent on ensuring that all get access to "powerful knowledge". This paper provides an interpretation of Young's work.

In the UK, further education (FE) colleges play a key role in providing literacy programmes. This article draws upon our research in FE, with a focus on literacy, learning and identity, to explore how different learners are positioned differently depending on the value of the literacy practices they bring with them from home. Indeed, it is generally considered that recognising the literacies that learners bring into the classroom is an effective strategy to teaching and learning because purposeful and meaningful learning builds and expands on learners' prior knowledge and experience to shape and construct new knowledge rather than seeing the learner as an empty vessel ready to be filled by the tutor. Learning is seen as a social activity embedded in particular cultures and contexts where assessment is based on the learners demonstrating competence in achieving specific learning outcomes. The achievement of these learning outcomes is situated in the learners' real life and everyday practices. The paper concludes that New Literacy Studies and critical approaches to education are important to challenging prescriptive pre-set curriculum literacies driven by a neoliberalism agenda and to empowering learners in and out of the classroom.

Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.

Purpose: The purpose of this paper is to consider the understanding and presence of sustainability within entrepreneurship education. The extant literature on sustainability within the entrepreneurship discipline remains extremely limited. Previously, sustainability within an entrepreneurship context has related to economic viability as opposed to sustainability in its broadest sense. This study explores, through a survey of entrepreneurship educators, three key research questions, namely, how entrepreneurship educators believe that entrepreneurs can contribute to solving sustainability problems. Second, to what extent education about sustainability is integrated within existing entrepreneurship curricula. Finally, what considerations are being made to include sustainability within future programmes. Design/methodology/approach: This study represented part of a larger university project exploring the associations between the sustainability and entrepreneurship disciplines. This part of the study involved a web-based survey from entrepreneurship academics drawn from Australia, New Zealand, UK, and the USA which provided 54 completed questionnaires. Findings: The study uncovered much good practice led by "champions" within the entrepreneurship discipline. However, embedded sustainability practice was typically limited and it was more typically regarded as an "add-on" to traditional entrepreneurial teaching. Practical implications: The study proposes three ways in which sustainability might be more meaningfully integrated into entrepreneurship programmes. First, the QAA (2012) guidelines for enterprise and entrepreneurship need to be reconsidered to encapsulate the sustainability agenda. Second, for entrepreneurship educators to reconsider their pedagogical approaches to encapsulate systems thinking as more holistic educational perspective. Finally, the authors call for entrepreneurship educators to revise their programmes to embed the core facets of social, environmental, economic, and more recently ethical sustainability. Originality/value: The study offers a novel insight into entrepreneurship educators attitudes to sustainability and their approach to it within their curricula. This study provides an initial benchmark regarding the levels of sustainability provision within entrepreneurship curricula which will be of interest to the entrepreneurship academic community, the sustainability community, and policy makers.

Although health education programmes have been implemented in higher music education (HME) and their evaluations published in peer-reviewed journals, guidelines as to what ought to be included in these programmes are still missing. This study aimed to document expert discussions on the content of an ideal health education curriculum for HME students in the UK, integrating critical thinking. Four interdisciplinary workshops were conducted, where 67 experts in relevant fields took part, and were asked to discuss four lists of topics and concepts created based on literature reviews (cognitive biases, logical fallacies, critical appraisal tools and health topics). Only the list on health topics is relevant here. Notes taken by the participants and ourselves were thematically analysed. Four themes were identified, two of which are reported in this paper: (i) The health education curriculum and (ii) A settings-based approach to health. Part I of this project (published elsewhere) is focussed on the critical thinking content of health education for conservatoire students. The present paper focusses on the ideal health education curriculum and its implications for the wider context of health promotion. [ABSTRACT FROM AUTHOR]

The inclusion of the natural environment in the theory, education and practice of social work has increasingly become a matter of interest amongst scholars and social work educators. There is a large and increasing amount of literature on this topic. However, the inclusion of environmental issues in the curricula seems to be evolving very slowly to date. This paper examines 94 social work curricula in four European countries, and notes the presence of environmental issues in their content, by using term categories. Findings show that the natural environment is extremely under-represented in the education of social workers. The paper argues that social work curiccula need to undergo immediate reform on an international level. The discussion section includes suggestions on how the natural environment could be integrated into social work curricula. The first suggestion is to create new subjects with a direct reference to environmental issues and green social work. The second one is to include in existing subjects topics that will draw on environmental sociology and focus on the interconnections between social and environmental problems. [ABSTRACT FROM AUTHOR]

Since the development of the term numeracy in the mid-fifties in the United Kingdom, the concept of what numeracy is and how it is defined has undergone many changes. The Australian education community continues to explore the concept of numeracy, consider the place and definition of numeracy in the curriculum and consider its relationship with mathematics. Currently, the Australian curriculum incorporates mathematics as one of seven learning areas and numeracy as one of seven general capabilities. Numeracy is defined as the capacity, confidence and disposition to use mathematics. Other general capabilities include critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding. This paper explores numeracy from an Australian Curriculum perspective and extends this view to consider the potential of "critical numeracy". Using the lens of Freire's critical pedagogy, this paper discusses a perspective of critical pedagogy for mathematics and numeracy that challenges teachers to address student lifeworlds, their community and social issues. [ABSTRACT FROM AUTHOR]

This paper draws attention to the health‐related work that disabled people do when engaging with rehabilitation services. Medical sociology has a rich history of looking at the 'illness work' that patients do, while disability studies scholars have explored the cultural value placed upon paid work and the effects on social status of being unable to work. Yet, a longstanding froideur between these two disciplines, which have fundamentally opposed ontologies of illness and disability, means that neither discipline has attended closely to the rehabilitation‐related work that disabled people do. The concept of 'adjusting' to illness highlights seemingly irreconcilable disciplinary differences. Yet this article argues that the notion of 'adjustment work' can elucidate the socio‐political character of the work disabled people do in their rehabilitation, which could create a more substantial and sustainable dialogue on this subject between disability studies and medical sociology. To make this case, we discuss interview data from the Rights‐based Rehabilitation project, which sought to explore disabled people's lived experiences of rehabilitation. [ABSTRACT FROM AUTHOR]

Recent movements to decolonise the university have challenged the ideological and political position of authority, reflecting the power relations between different societal groups. Framed by postcolonial and decolonial perspectives, this paper attempts to represent the experiences, values and viewpoints of Black and Minority Ethnic (BME) students at an elite British university who speak for themselves about their lived realities at the institution. Semi-structured interviews and focus group discussions with seven undergraduate and two postgraduate students explored their university experience, academic success, sense of belonging, discrimination and racism. The findings revealed that the students lacked a sense of belonging at the university. Among the factors that undermined this are the predominantly White faculty bodies, exclusive curriculum representation and inter-group interactions divided by racial groups. Cultivating an inclusive university experience will allow BME students to feel a sense of belonging and integrate the racial and ethnic cultural diversity that they represent. [ABSTRACT FROM AUTHOR]

This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England (an official document published by the UK government). In particular, it is suggested that some statements in the official curriculum document are problematic if we expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways (i.e., proton transfer; electron transfer; electron sharing) and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discuss issues arising from the implementation of curriculum reform, based on a review of the education system, in Wales.

The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas and reflections from professional activity within the newly defined Humanities 'Area of Learning and Experience' in the new Welsh curriculum, this paper describes how learning progression in Humanities has been conceptualised within the new curriculum and then delineates and critically reviews four challenges that emerged when identifying and describing the progression in learning in the new Humanities curriculum. Tensions include the relationship between disciplines; the balance between knowledge, skills and values; the differences between underlying models of progression in Humanities; and balancing the complexity of learning with practical considerations for a national curriculum. Underpinned by the Integrity Model of Change, this paper makes a contribution, through providing new insights on broad aspects of learning progression in Humanities and highlighting the potential benefits and challenges of taking particular decisions within each of these four tensions. Implications for curriculum planning and future research are offered, including the fundamental role of professional learning in curriculum development and enactment. [ABSTRACT FROM AUTHOR]

This article investigates the ways in which drawing is taught and assessed in post‐16 UK schools and colleges, with a particular focus on A Level art and design courses. Through an historical survey of the development of syllabi and assessment methods, it traces how the role of drawing in the curriculum has changed over the past sixty years. From a series of prescribed observational drawing exercises, the A level exam has evolved into a holistic exploration of each student's creative process, and drawing is now seen mainly as an integral part of that process. The article demonstrates how the art history element of the syllabus has also been gradually integrated into practice, and thus into the drawing process itself. Questions are raised about how these changes have influenced the nature of the portfolios which students entering higher education bring to interview. In short, this article seeks to answer the question: do we now teach and assess observational drawing skills 'through a glass darkly', obscured by other considerations within the art educational curriculum? [ABSTRACT FROM AUTHOR]

The Whole Class Ensemble Tuition (WCET) is a model of teaching and learning music which takes place in many English primary schools. It is a relative newcomer to music pedagogy in the primary school. In the groundbreaking study reported in this paper, two new models of teaching and learning music are proposed. These are (a) Music education starts with the instrument and (b) Music education takes place via the instrument. Conceptualised descriptions of classroom music pedagogies are not commonplace, and so this paper makes a significant contribution to the music education research literature by delineating, describing and labelling two of these with reference to the WCET programme. These distinctions are of international significance and are useful to describe differences between programmes, which constitutes a major contribution to music curricula discussions. The paper concludes that clarity on the purposes of teaching and learning is fundamental to effective musical pedagogy and that this is a matter that education systems worldwide should be considering. [ABSTRACT FROM AUTHOR]

The UK higher education system has become increasingly competitive and stratified prompting calls for a reclaiming of the civic role of universities. This paper argues that, if HE is to reclaim its civic function then civic engagement needs to move beyond being a separate strand of activity for universities, instead becoming a guiding principle. This requires an institution-wide commitment. The paper describes a model developed by a Scottish university to support, recognise and embed civic engagement within the curriculum and wider student experience as part of its core mission. The design and delivery of this development are described and early indicators of its efficacy are provided. Findings indicate that it is possible for universities to operationalise a civic mission by focusing on the curriculum as the mechanism through which to highlight and embed common good attributes. The model described could be replicated in other higher education institutions nationally and internationally. [ABSTRACT FROM AUTHOR]

Purpose: The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach: A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included. Findings: Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change. Research limitations/implications: A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted. Originality/value: This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors. [ABSTRACT FROM AUTHOR]

Should philosophy of race be taught as part of a philosophy degree? This paper argues that it should. After surveying 1,166 modules on offer in 2019–2020, across forty‐seven philosophy departments in the United Kingdom, however, the authors identified only one module devoted to philosophy of race. The paper presents this as a challenge to philosophy departments. It investigates one possible reason for this that concerns staff research interests; indeed, reading 728 staff research webpages the authors identified only twenty‐three that listed philosophy of race as a research interest. Even though this might go some way to explaining the lack of modules, however, it can't be the whole picture. The paper suggests some areas relating to the philosophy curriculum in the United Kingdom that need some consideration. [ABSTRACT FROM AUTHOR]

Clinical ethics can be viewed as a practical discipline that provides a structured approach to assist healthcare practitioners in identifying, analysing and resolving ethical issues that arise in practice. Clinical ethics can therefore promote ethically sound clinical and organisational practices and decision-making, thereby contributing to health organisation and system quality improvement. In order to develop students' decision-making skills, as well as prepare them for practice, we decided to introduce a clinical ethics strand within an undergraduate medical curriculum. We designed a programme of clinical ethics activities for teaching and assessment purposes that involved using ethical frameworks to analyse hypothetical and real-life cases in uni- and inter- professional groups. In this paper, we draw on medical student feedback collected over 6 years to illustrate the appeal to students of learning clinical ethics. We also outline the range of benefits for students, healthcare organisations, and the field of clinical ethics arising from tomorrow's doctors experiencing clinical ethics early in their training. We conclude by briefly reflecting on how including clinical ethics within tomorrow's doctors curricular can secure and continue future engagement in clinical ethics support services in the UK, alongside the dangers of preparing students for organisational cultures that might not (yet) exist. We anticipate the findings presented in the paper will contribute to wider debates examining the impact of ethics teaching, and its ability to inform future doctors' practice. [ABSTRACT FROM AUTHOR]

Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs. [ABSTRACT FROM AUTHOR]

The Equals Formal Curriculum English Scheme of Work has been designed for that very small percentage of the school population, perhaps as low as one or two per cent, who have global learning difficulties (GLD) to such a degree that they are consistently working at levels significantly below their age‐related peers for all of their academic lives. The term GLD includes all those in England currently ascribed as having severe learning difficulties (SLD) and many if not most, currently ascribed as having moderate learning difficulties (MLD). Evidence of the difficulties faced by such pupils will become increasingly obvious beyond Year 1 at age 6, because the difficulties are global rather than specific. That is, they are likely to affect all learning, but will be particularly apparent in numeracy and literacy. This paper, the first of two, seeks to clarify why reading and writing are so extraordinarily difficult for this population and posits that the answers lie in challenging perceived wisdoms within the education system's predilections towards (i) regarding phonics as the only solution to reading difficulties (ii) persisting over time (and in the face of evidence to the contrary) with the view that children, young people and adults with GLD can make sufficient progress within phonics teaching and (iii) the use of differentiation of a standardised national curriculum model as being a sufficient answer to global learning difficulties. Clearly the main language used in England is English, but the principles and ideas outlined in this paper should apply in any language which uses a phonic structure when teaching language. [ABSTRACT FROM AUTHOR]