The Ed Stu - Issue 6 by Liverpool Hope University

The Ed Stu LIVERPOOL HOPE UNIVERSITY’S EDUCATION STUDENT NEWSPAPER ISSUE NO 6 | February 2022 VOLUME 1 ADDRESSING HOMOPHOBIA IN NEWSPAPERS Alfie Brookes, second year student in Single Honours Education, considers how a homophobic narrative has persisted in some British newspapers from the 1980s to current day. METHODS MATTER IN A DEMOCRATIC EDUCATION Kym Bardsley, second year student in Education and Health and Wellbeing, shares her views on the teaching methods that support democracy in education. ENGLISH EXCLUSIONS POLICY AND HUMAN RIGHTS Tracey Brady, second year student in Single Honours Education, discusses the reasons for the higher school exclusion rates in England as compared to

Greetings from some of the journalists in this issue! From left to right, Kym Bardsley, Rebecca Guilfoyle, Grace Harrison, and Abayomi Ilesanmi. Scotland, and why this compromises English students’ human rights. EDUCATION AS A MATERIAL GOOD: SOME MORAL REFLECTIONS Rebecca Guilfoyle, third year student in Early Childhood and Education, advances some compelling reasons as to why private schools undermine equality and fairness in the British education system.

PLUS… Third Year Student Grace Harrison weighs up the pros and cons of the Family Nurse Partnership. Master’s Student Abayomi Ilesanmi discusses ICT usage in schools in Ondo State, Nigeria.

Addressing homophobia in newspapers Alfie Brookes, second year student in Single Honours Education, considers how a homophobic narrative has persisted in some British newspapers from the 1980s to current day.

Would quotas for positive news stories about the LGBTQ+ community start to correct for years of hateful tabloid narratives (Photo by Ian Taylor on Unsplash)

The amount of hate crimes based on sexual orientation increased 19% last year, with 15,835 homophobic hate crimes being reported to the police (Home Office, 2020). A recent survey found that “Ninety per cent of secondary school teachers say pupils in their schools are bullied, harassed or called names for being – or perceived to be – lesbian, gay or bisexual...” (Stonewall, 2020) and “Eight in ten 2

secondary school teachers report hearing other homophobic remarks such as ‘poof’ or ‘dyke’.” (Stonewall, 2020). It is important to analyse the factors that shape public opinion of the LGBTQ+ community, and the root causes of these hate crimes. Research has suggested that “The media plays a central role in shaping public opinion: offering partial, selective and ideologically-loaded access points to the

world beyond our everyday experiences. For many heterosexual people, it is through the media that they encounter LGBT identities. Therefore, media representation has been, and remains, such an important issue in the struggle for LGBT rights.” (Lovelock, 2017). Homophobia in newspapers is well recorded (Hughson and Free, 2011). This report will assess the severity and impact of homophobia in newspapers as well as suggest possible interventions that could be put in place to reduce this homophobia. There are many examples of homophobic news articles historically, particularly from the tabloid newspapers. In 1986, as the AIDS crisis was intensifying, The Sun published an article with the headline “Vile Book In School: Pupils See Pictures Of Gay Lovers” (LGBT Lawyers, 2021). The article centred around a Danish book called “Jenny Lives with Eric and Martin’’ written by Susanne Bosche. The purpose of the book was to “... facilitate discussion with children about homosexuality” (Clews, 2012) it was a picture book aiming to normalise families that were different from the traditional ones at the time. Not only did The Sun call the book “Vile (and) perverted” (Lovelock, 2019), they also lied about details of the story. Their main lie was that the book was available in school libraries, a line continued by conservative MP Dame Jill Knight. This was not true, the reality was that it was available to teachers who wanted to learn more about the topic from the “Inner London Education Authority centre” (Clews, 2012). The article had a huge impact on the discourse around homosexuality. For example, the story

“The power of tabloid hostility towards the LGBTQ+ community increased when, as after 1988, discussion of homosexuality was banned in schools, and tabloids could fill the vacuum of discussion on LGBT issues with prejudice”. sparked protests by anti-gay rights activists (Haringey Council, 2020). The most profound impact of the book “Jenny Lives with Eric and Martin” written by Susanne Bosche and The Sun’s subsequent article “Vile Book In School: Pupils See Pictures Of Gay Lovers” (LGBT Lawyers, 2021) demonstrates the power that newspapers have in society. Indeed even politicians can act on public fears that newspapers have enabled. This is evident in the Section 28 Act made into law in May 1988, but originally proposed in 1986 at the time that The Sun targeted homosexuals. Section 28 was called “An act to refrain local authorities from promoting homosexuality.” (LGBT Lawyers, 2021). In essence, Section 28 “...stated that the teaching of anything LGBT was now prohibited in schools. Furthermore, LGBT clubs and groups disbanded across the country and all LGBT literature was removed from shelves in libraries and book shops.” 3

(LGBT Lawyers, 2021). The law was revoked in 2003. This means that for 15 years, members of the LQBTQ+ community were denied access to proper education about their sexualities and identities. Therefore newspapers have an influence on the public perception of LGBTQ+ people. Tabloid influence validates not only hatred and homophobia but also connects to the policy making decisions in regard to LQBTQ+ issues in Britain. The power of tabloid hostility towards the LGBTQ+ community increased when, as after 1988, discussion of homosexuality was banned in schools, and tabloids could fill the vacuum of discussion on LGBT issues with prejudice. Homophobia in newspapers is not only an historical issue, with a report finding that “43% of people who thought anti-gay prejudice existed held tabloid newspapers responsible.” (Children’s Commission of Wales, 2020). A particularly poignant example of homophobia in newspapers more recently is regarding the coverage of PrEP. PrEP is a “...medicine people at risk for HIV take to prevent getting HIV…” (CDC, 2019). The drug is overwhelmingly used by homosexual men, with the demographics being that “Almost all people prescribed PrEP (3266 people, 98% of the total) were men who have sex with men.” (Pebody, 2019). After a High Court ruling, PrEP was supplied by the NHS, at the cost of £5000 per person, per year. This news sparked outrage in the right-wing tabloid newspapers, in which The Daily Mail claimed that “Toddlers with cystic fibrosis, deaf children and amputees may now be denied a range of new medical devices and breakthrough 4

“The voices of LGBTQ+ people must be heard, sexual minorities and others should be empowered to report homophobia in the media and have their views taken seriously, unlike in the past.” drugs.” (Spencer, 2016) and in another article called PrEP a “promiscuity pill” (Borland and Robinson, 2016). This representation is not only homophobic but acts as a catalyst of hatred against members of the LQBTQ+ community since it equates provision of resources to this community with it being taken away from children. This is supported by an analysis of right wing tabloids reporting in relation to PrEP in 2016 and 2017 which found that the papers used “...homophobic scripts…” (Lovelock, 2018). As per the 2010 Equality Act, it is illegal to “...discriminate against another... because of a protected characteristic…” (Equality Act 2010, p.7). There are also hate speech laws which prohibit “... hostility towards the victim’s...sexual orientation or transgender identity.” (CPS, 2021). These laws are effective at addressing and punishing people who carry out overt acts of homophobia for example a homophobic assault. However, there is little intervention regarding covert homophobia or the use of homophobic language that is used by

the tabloid press as outlined above. As a result of this, newspapers can publish articles that propagate homophobia in schools and wider society. To combat this, the following proposals may be of use: 1. The voices of LGBTQ+ people must be heard, ‘sexual minorities’ and others should be empowered to report homophobia in the media and have their views taken seriously unlike the past (Hess and Venzo, 2013). One way this could be implemented is an independent review process, in which reported articles undergo analysis for themes of homophobia. Government policy could ensure that newspapers that are guilty of homophobia face sanctions such as large fines that would discourage similar behaviour in the future. 2. Newspapers could aim to achieve the social justice goal of reducing negative views of members of the LGBTQ+ community by publishing positive stories that are relevant to LGBTQ+ pride. For example, on ‘national coming out day’, newspapers could cover the stories of public figures such as Keegan Hirst, an openly gay Rugby League player. (Murley, 2020). 3. Newspapers could have a quota on the number of featured articles they publish relating to LGBTQ+ issues. If newspapers published one positive story each month about LQBTQ+ issues, then this would help to improve the public perception of members of this community. Therefore, using an informal educator to help achieve a social justice goal.

In conclusion, as highlighted above, the British media, especially right-wing tabloids such as The Sun and The Daily Mail have a long, historical issue with a homophobic editorial leaning. The evidence for this has been presented, demonstrating homophobic articles that are thirty years apart. If we are to have a just society, these articles and issues must be addressed and suggestions have been made as to how this could happen, including an independent review body and expectations of informal educators such as newspapers to publish positive articles about the LGBTQ+ community, hopefully leading to a positive attitude change in society towards the community. References Borland, S. and Robinson, M. (2016). NHS told to give out £5,000-a-year lifestyle drug to prevent HIV. [online] Mail Online. Available at: https:// www.dailymail.co.uk/news/article-3720706/ What-skewed-sense-values-NHS-told-5-000-yearlifestyle-drug-prevent-HIV-vital-cataract-surgeryrationed.html [Accessed 2 Jun. 2021] CDC (2019). PrEP. [online] Centers for Disease Control and Prevention. Available at: https:// www.cdc.gov/hiv/basics/prep.html [Accessed 2 Jun. 2021] Children’s Commission of Wales (2020). Challenging the negative media reporting of the LGBT community. [online] childcomwales, p.9. Available at: https://www.childcomwales.org. uk/wp-content/uploads/2016/04/LGBT-mediareporting-proof-English-final-v2-2.pdf [Accessed 2 Jun. 2021] Clews, C. (2012). 1983. Book: Jenny Lives with Eric and Martin – Gay in the 80s. [online] www. gayinthe80s.com. Available at: http://www. gayinthe80s.com/2012/06/1983-book-jennylives-with-eric-and-martin/ [Accessed 2 Jun. 2021] CPS (2017). Hate crime | The Crown Prosecution Service. [online] www.cps.gov.uk. Available at: https://www.cps.gov.uk/crime-info/hate-crime [Accessed 2 Jun. 2021] 5

Haringey Council (2020). LGBT+ History Month | Haringey Council. [online] www.haringey.gov. uk. Available at: https://www.haringey.gov.uk/ libraries-sport-and-leisure/culture/lgbt-historymonth [Accessed 2 Jun. 2021] Hess, K. and Venzo, P. (2013). “Honk Against Homophobia”: Rethinking Relations Between Media and Sexual Minorities. Journal of Homosexuality, [online] 60(11), pp.1539–1556. Available at: https://www.tandfonline.com/doi/ full/10.1080/00918369.2013.824318?scroll= top&needAccess=true [Accessed 2 Jun. 2021] Home Office (2019). Hate Crime, England and Wales, 2018/19. [online] Gov.uk. London: Home Office. Available at: https://assets.publishing. service.gov.uk/government/uploads/system/ uploads/attachment_data/file/839172/hatecrime-1819-hosb2419.pdf [Accessed 20 May 2021] Home Office (2020). Hate crime, England and Wales, 2019 to 2020. [online] GOV.UK. Available at: https://www.gov.uk/government/statistics/ hate-crime-england-and-wales-2019-to-2020 [Accessed 2 Jun. 2021] Hughson, J. and Free, M. (2011). Football’s “Coming Out”: Soccer and Homophobia in England’s Tabloid Press. Media International Australia, [online] 140(1), pp.117–125. Available at: https://journals.sagepub.com/doi/ abs/10.1177/1329878X1114000115?journalCode =miad [Accessed 20 May 2021] LGBT Lawyers (2021). Section 28: History, Response and Impact | LGBT Lawyers |. [online] LGBT Lawyers. Available at: https://lgbtlawyers. co.uk/2021/02/08/section-28/ [Accessed 2 Jun. 2021] Lovelock, M. (2017). Why after 50 years of gay rights, homophobia is still rife. [online] The Independent. Available at: https://www. independent.co.uk/news/uk/politics/gay-rights50-legalisation-homosexuality-british-mediahomophobia-day-marriage-daily-express-lgbt1967-a7860446.html [Accessed 20 May 2021] Lovelock, M. (2019). Fifty years of gay rights but some in the British media are peddling the same homophobia. [online] The Conversation. Available at: https://theconversation.com/fifty-years-ofgay-rights-but-some-in-the-british-media-arepeddling-the-same-homophobia-81465 [Accessed 2 Jun. 2021]

Lovelock, M. (2018). Sex, death and austerity: resurgent homophobia in the British tabloid press. Critical Studies in Media Communication, [online] 35(3), pp.225–239. Available at: https://nca. tandfonline.com/doi/full/10.1080/15295036.2 018.1442013?scroll= top&needAccess=true#. YLejqPlKhPY [Accessed 2 Jun. 2021] Murley, J. (2020). “I’m not going to hide away in the dark.” BBC Sport. [online] Available at: https://www.bbc.co.uk/sport/54457018 [Accessed 2 Jun. 2021] Pebody, R. (2019). PrEP users in Scotland are almost all gay and bisexual men. [online] aidsmap. com. Available at: https://www.aidsmap.com/ news/dec-2019/prep-users-scotland-are-almostall-gay-and-bisexual-men [Accessed 2 Jun. 2021] Spencer, B. (2016). The 13 NHS treatments at risk because of a controversial HIV drug. [online] Mail Online. Available at: https://www.dailymail. co.uk/news/article-3925792/The-13-NHStreatments-risk-controversial-HIV-drug-PrEP.html [Accessed 2 Jun. 2021] Stonewall (2020). THE TEACHERS’ REPORT: Homophobic bullying in Britain’s schools. [online] schools-out. Available at: http://www.schools-out. org.uk/research/docs/The_Teachers_Report.pdf [Accessed 2 Jun. 2021]

Methods matter in a democratic education Kym Bardsley, second year student in Education and Health and Wellbeing, shares her views on the teaching methods that support democracy in education.

Collaborative learning and effort based praise can help to create a positive and empowering educational experience for all. (Photo by Mohamed Nohassi on Unsplash)

Certain styles of teaching can help to reduce discrimination in the classroom. For instance, educators can help to reduce inequalities with specific types of praise, trust in student potential to become self-organising, and some teacher-student co-construction of curricula. All of these methods can have a positive effect on individuals, their ability to learn, and their ability to enact

democratic principles through their future behaviour in adult life. I therefore call on educators and the government to award greater attention to some of the three methods of teaching below, as they develop agendas for education in the 21st century.

I. Praise Some inequalities that exist in the school setting are a product of teacher attitudes towards students. Often teachers can discriminate against students due to areas such as intelligence level or social class. For all students to achieve the best level of success they can, it is imperative that all students are treated equally, without prejudice. Students who are not treated equally in the classroom can become demotivated. Diane Reay reports that some students who she labels working class can feel worthless in education, and that teachers contribute to this by making them feel like they are stupid (Reay, 2006).

“By praising students for their effort, this creates a growth mindset so, regardless of apparent intelligence level, a teacher can encourage a student to go further and take them out of their comfort zone in order to achieve.” Teaching styles that praise effort over intelligence have proven to be successful, as in encouraging a growth mind-set in the classroom. Carol Dweck (2007) has shown that the wrong type of praise creates self- defeating 8

behaviour. The right kind motivates children to learn. (Dweck, 2007, p.1). By praising students for their effort, this creates a growth mind-set so, regardless of apparent intelligence level, a teacher can encourage a student to go further and take them out of their comfort zone in order to achieve. Research in neuroscience has also shown that fundamental aspects of intelligence can be enhanced through learning (Sternberg 2005, cited Dweck 2007). Dedication and persistence create the faculties for enhanced learning so praise for effort is vital in realising potential through learning. Students that may not have access to extra tuition or the cultural capital their peers may do, have the encouragement to come out of their comfort zone by realising their potential when praised for effort. Having a fixed mind-set and only being praised for intelligence alone can hinder students’ chances from developing from where they feel comfortable. These teaching methods can help reduce inequalities in schools by encouraging students of all intelligence levels to flourish and grow. II. Self-organisation Other methods that encourage student growth are promoted by the Positive Education movement. Positive Education has been advanced as a fundamental practice for teachers to develop better relationships with students, which in turn could assist with reducing inequalities in the classroom. Positive education programmes have shown to be beneficial for learning skills such as resilience, curiosity, and optimism (Seligman et al, 2009). Positive education creates skills that

“An education that prepares students for democracy may be one in which educators and students have the opportunity to become joint investigators, and with more communication in the classroom that enables knowledge to be shared and discussed.” increase positive emotions which is beneficial to the student considering rising rates of depression and anxiety in young people (Joseph et al, 2020). This style of teaching is beneficial all round and enables students to realise their potential which in turn should benefit the educator and the learning environment. Positive Education grew out of the person-centred approach to learning which psychologist Carl Rogers advocated. This method of teaching focuses on the resources of the person and how, under the right social conditions they can become motivated to self-organise to seek out knowledge to pursue their goals (Joseph et al, 2020). This way of teaching views the student as a person who can be trusted, and with the qualities to become autonomous. Realising students’ strengths and encouraging them in

a positive way can help to reduce inequalities that can be faced due to circumstances. III. Collaboration Finally, universally valuable methods of developing curricula that promote equality in the classroom have emerged in response to political oppression. In the 1960s, Brazilian educationalist Paulo Freire (1921-97) wrote during a time of dictatorship in Brazil. Freire’s experiences taught him to view education as the source of, and the solution to, social injustice and oppression (DuFour and Curtis 2011, p70). In Freire’s Pedagogy of the Oppressed (1968), he talks about the banking concept of education and how, in this method of education, the role of the educator and the role of the student are very unequal in a way that echoes the relationship between dictator and subject. The teacher is viewed as knowledgeable, and the student is viewed as knowing nothing - an empty vessel that must be filled. An education that prepares students for democracy, may be one in which educators and students have the opportunity to become joint investigators, and with more communication in the classroom that enables knowledge to be shared and discussed. This is what Freire called mutual humanisation in which people learn to care for each other and make the world a better, less oppressed place (Dufour and Curtis, 2011). With this concept of teaching, it would help schools to create a learning environment that leads to an equality that would be beneficial for both educators, students, and society.

The way an educator treats a student affects their educational experience and students fare better when encouraged and treated equally. Teachers who discriminate according to social class can cause harm to the student’s ability to achieve by not giving them the same treatment and time as their peers. Praising for effort over intelligence enables a student to flourish and grow and, as it is not concentrated on intelligence alone, can, perhaps counterintuitively, actually boost intelligence. Teaching methods that promote positive learning enable students to self-organize. Methods of teaching that include the student, rather than treating them as a subject/object, creates an environment built on trust between the educator and the student. This mobilises democratic practices in the classroom that might inform democratic practices in society in the future.

References Dufour, B. and Curtis, W. (2011). Studying education: An introduction to the key disciplines in education studies. England: The McGraw-Hill companies. Dweck, C, S (2007) Educational Leadership. The Perils of Promises and Praise. 65 (2), pp.34-39. Freire, P. (1972) Pedagogy of the Oppressed. New York: Continuum Books, 1993. Joseph, S, Murphy, D and Holford J (2020) Positive education. A new look at Freedom to Learn [online] 46(5), pp.549-562. Available from: <https://doi-org.ezproxy.hope.ac. uk/10.1080/03054985.2020.1726310 [accessed 1st June 2021]. Reay, D. (2006). The Zombie Stalking English Schools: Social Class and Educational Inequality. British Journal of Educational Studies, 54(3), pp.288-307. Seligman, M E P, Ernst, R M, Gillham, J, Reivich, K & Linkins, M (2009) Positive education: positive psychology and classroom interventions, Oxford Review of Education, 35(3), pp.293-311. Available from: Taylor Francis Online< https://doi-org.ezproxy.hope.ac. uk/10.1080/03054980902934563> [accessed 9th June 2021].

English exclusions policy and human rights Tracey Brady, second year student in Single Honours Education, discusses the reasons for the higher school exclusion rates in England as compared to Scotland, and why this compromises English students’ human rights.

English schools are isolating vulnerable children through a dysfunctional exclusion policy. (Photo by Andrew Shelley on Unsplash)

The Department for Education (D f E) report on pupils excluded from school published on the 27th January 2020, revealed that 7,905 pupils were permanently excluded from schools in England during the 2017/18 academic year. As the Scottish government publish the pupil exclusion report every

two years, no figures are available for 2017/18, however the number of children excluded from education in Scotland in 2016/17 was 5, in England it was 7,719. (DfE, 2020, p9) While “Inclusive education is promoted in many countries…”, “…there are differences among countries concerning 11

the progress made in implementing inclusive education,” (Mouroutsou, 2015). It is evident that England has a lot to learn from Scotland about how to implement inclusive education. Edward Timpson, the Conservative Member of Parliament for Eddisbury, Cheshire published an independent review of school exclusions in May, 2019, which highlighted that “78% of permanent exclusions issued were to pupils who either had SEN, were classified as in need or were eligible for free school meals,” and that “11% of permanent exclusions were to pupils who had all three characteristics.” (Timpson, 2019, p10)

this could be considered to warrant the ultimate punishment of exclusion, and as such view the report as evidence that the exclusion policy for schools is effective in dealing with anti-social behaviour within the school environment. However it is not the 3,777 exclusions that have defined reasons that cause concern, it is the 4,128 exclusions, classified as “persistent disruptive behaviour” or “other” that require further investigation. (D f E, 2019, p 4)

“It is not the 3,777 exclusions that have defined reasons that cause concern, it is the 4,128 exclusions, classified as “persistent disruptive behaviour” or “other” that require further investigation.”

Having SEN means that the pupil has special education needs, when a pupil is assessed as having SEN they will either be statemented as requiring an Education Health Care Plan (EHCP) or they will be deemed to have special education needs that can be effectively managed by mainstream education, and as such no additional financial support is made available to facilitate their special educatory needs. The Empty Promises report published by the NAHT claims that “1 million of the 1.28 million children with SEN do not have any additional funding afforded to them” and as such schools are financially struggling to meet the needs of these pupils as “the education budget was never intended to meet the needs of pupils with SEN”. (Whiteman, 2018)

Analysis of the reasons for exclusion table for the academic year 2017/18 shows that as 3,777 of the exclusions were defined as the physical assault of another student or member of staff, bullying, racial abuse, verbally threatening a student or member of staff, related to theft, drug/alcohol or sexual misconduct, it is possible to understand why behaviour such as

The United Kingdom signed the International Human Rights Treaty, granting all children and young people a comprehensive set of rights (UNCRC) on the 19th April 1990, ratified it on 16 December 1991 and it came into force on the 15 January 1992. Article 29.1a states that “parties agree that the education of the child shall be directed to: The development of (their) personality, talents, mental and physical

“English schools … continue to violate the human rights of vulnerable English children in ever increasing numbers… It is evident that England has a lot to learn from Scotland about how to implement inclusive education.” abilities to their fullest potential”; Article 28(2) states that “parties shall take all appropriate measures to ensure that the school discipline is administered in a manner consistent with the child’s human dignity…”.(UNCRC, 1990) (leglislation.gov.uk. 1998) The 2018 government report on SEN and EHCP funding shows that 11.7% of the total pupil population in English schools were registered as having SEN. 24% of these pupils had moderate learning difficulties, (DfE, 2018, p 1). Attention Deficiency/Hyperactivity Disorder (ADHD) is classified as a moderate learning difficulty. ADHD is defined as a persistent pattern of inattention and/or hyperactivity – impulsivity that interferes with functioning or development (qbtech). A child with ADHD may therefore have difficulty behaving in what teachers deem to be an appropriate classroom manner, and without adequate support

they may exhibit what could be viewed as persistent disruptive behaviour. In his 2010 article for The International Journal of Emotional Education, Fintan O’Regan used the data gathered in the Primary Review Research Survey in 2007, to evidence his contention, that there was a significantly noticeable disparity in the exclusion rate between SEN pupils and non-SEN pupils “… available evidence suggests that rates of exclusion are indeed higher among children who have been diagnosed with ADHD than in the general school-age population” (Daniels & Parter, 2007) (O’Regan, 2010). Whilst the focus of this article has been on the exclusionary rate of pupils with SEN, it should be noted that SEN pupils are not the only vulnerable group of pupils being adversely affected by the prolific use/abuse of the exclusion policy. Whilst the government continues to hold the educational attainment of pupils as the benchmark for assessing school performance and refuses to acknowledge that pupils with SEN require additional support and enable schools to provide this support through funding, English schools will continue to violate the Human Rights of vulnerable English children in ever increasing numbers. References Daniels, H. and Porter, J. (2007) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. Primary Review Research Survey 5/2. [online] Available from Department for Children, Schools and Families <http://www.primaryreview.org.uk/ Downloads/Int_Reps/4.Children_developmentlearning/Primary_Review_5-2_briefing_Learnin4. pdf>. Cited in O’Regan, F. (2010) Exclusion from School and Attention-Deficit/Hyperactivity Disorder. Volume 2(2) [online] Available from 13

The International Journal of Emotional Education https://www.um.edu.mt/__data/assets/ pdf_file/0020/183332/ENSECV2I2P1.pdf (pp 9) (Accessed 9/2/21

United Nations, Convention of the Rights of the Child [online] Available from <https://www. ohchr.org/EN/ProfessionalInterest/Pages/CRC. aspx> (Accessed 13/2/21)

Mouroutsou, S. (2015) Policy Implementation in Inclusive Education. [online] School of Education, University of Glasgow. Available from: https:// policyscotland.gla.ac.uk/policy-implementation-ininclusive-education/ (Accessed 25/4/21)

<https://www.gov.uk/government/publications/ united-nations-convention-on-the-rights-ofthe-child-uncrc-how-legislation-underpinsimplementation-in-england#:~:text=The%20 United%20Nations%20Convention%20 on,a%20comprehensive%20set%20of%20 rights.&text=The%20Joint%20Committee%20 on%20Human,on%20children’s%20rights%20 in%202009. >(Accessed 13/2/21)

Pupil Exclusions, ethnicity facts and figures (2020) [online] Available from <https://www. ethnicity-facts-figures.service.gov.uk/educationskills-and-training/absence-and-exclusions/pupilexclusions/latest> (p 9) (Accessed 9/2/21) Permanent and fixed period exclusions in England 2017 to 2018 (2019) [online] Available from <https://assets.publishing.service.gov. uk/government/uploads/system/uploads/ attachment_data/file/820773/Permanent_and_ fixed_period_exclusions_2017_to_2018_-_main_ text.> (pp4) (Accessed 10/2/2021) Special Education needs in England: January 2018 (2018) [online] Available <https://assets. publishing.service.gov.uk/government/uploads/ system/uploads/attachment_data/file/729208/ SEN_2018_Text.pdf> (pp 1)(Accessed 10/2/2021) Timpson , E. (2019) The Timpson review on School Exclusion [online] . Available from https://assets.publishing.service.gov.uk/ government/uploads/system/uploads/ attachment_data/file/807862/Timpson_review.pd (pp 10)(Accessed 42/21) What is ADHD? (undated) [online] Available at <https://www.qbtech.com/adhd-and-me/whatis-adhd> (p 1) (Accessed 9/2/2021) Whiteman, P. (undated) Empty Promises: The crisis in supporting children with SEND. [online] Available at https://www.naht.org.uk/news-andopinion/press-room/without-sufficient-fundingsen-code-of-practice-is-nothing-more-than-anempty-promise-say-school-leaders/ (Accessed 9/2/21)

Education as a material good: some moral reflections Rebecca Guilfoyle, third year student in Early Childhood and Education, advances some compelling reasons as to why private schools undermine equality and fairness in the British education system.

Even in the 21st century, wealth continues to influence the quality of a child’s educationt. (Modified photo by Guillaume de Germain on Unsplash)

Independent schools are increasingly prominent in the discourse regarding societal injustices because they are seen to perpetuate the superiority of the privileged; something which education should aim to diminish (Bourdieu, 1986). A child’s education has long been assumed a duty of the parents (Oría

et al, 2006). However, contemporary debate considers the degree to which it is morally acceptable for parents to bestow an unfair advantage upon their children through their financial means. When the state enables education to become a material good it comes at great detriment to underprivileged 15

“for those who can afford it, private education can provide children with the necessary qualities to achieve an advantageous position in the rigorous competition for elite universities and stimulating professions.” children (Anderson, 2004; Kynaston and Green, 2019a). Substantial annual fees, alongside tax exemptions owed to their charitable status, means that independent school attendees frequently have higher investment levels per capita in comparison to those in comprehensive schooling (Stevens et al, 2020; Waterman, 2016; Tizard, 2019). Therefore, for those who can afford it, private education can provide children with the necessary qualities to achieve an advantageous position in the rigorous competition for elite universities and stimulating professions (Anderson, 2004; Green et al, 2017; Swift, 2003). Parents who use their financial resources to send their children to private school are mostly interested in bettering the standard of their children’s lives. However, their motivation for doing so is what sets them apart: some wish to bestow a competitive advantage, whereas others wish for their children to obtain the cultural capital presented in private education. Nevertheless, a superior education and consequential life advantages diminish the equality within our education system for opportunities presented to other children (Brighouse and Swift, 2009). 16

Despite only seven per cent of children in England attending an independent school, their alumni dominate Oxbridge admissions and top occupations. Consequently, in allowing the segregation of those holding elite positions and the anguish of the less fortunate, policies that allow parental freedom to choose private education seem to have a negative net-effect on society (Green and Kynaston, 2019b). In order to ameliorate the injustices associated with private education, ensuring every child receives an equal schooling experience regardless of their socioeconomic background could be beneficial. Parents of middle-class families are oftentimes characterised by their ambitious desires for their children, thus they present the potential to become vital support through integration within comprehensive schools. The educational backgrounds of middleclass parents, in addition to their social and economic resources, motivate their demand for competitive performance levels from schools (Devine, 2004). In addition, socioeconomically advantaged parents have proven willing to counterbalance any perceived negative effects of comprehensive schooling. Utilising financial and social resources to obtain tutors, attend extracurricular activities, and recreational cultural activities, enables parents increased autonomy in conferring advantage on their children; at a decreased level of detriment to other children (Crozier Raey, and James, 2008; Brighouse and Swift, 2009). Despite the perceived benefits of private education, the damaging effect of segregation that comes as a result of it is monumental. It affects our societal

“Despite the perceived benefits of private education, the damaging effect of segregation that comes as a result of it is monumental. It affects our societal hierarchy and perpetuates the ruling of the affluent classes.” hierarchy and perpetuates the ruling of the affluent classes. Although it is one’s prerogative how they elect to spend their money, it should not be at the price of others’ freedom. Top universities and professions are now taking action against elitism; our secondary education system could catch-up and complement these initiatives if policy makers enabled a more egalitarian and inclusive provision of educational resources. References Anderson, E. (2004) Rethinking equality of opportunity: Comment on Adam Swift’s How Not to be a Hypocrite. Theory and Research in Education [online], 2(2), pp.99-110. Available from: <www.sagepublications.com> [accessed 18 January 2021]. Bourdieu, P. (1986) The Forms of Capital. In: Szeman, I. and Kaposy, T. eds. Cultural Theory: An Anthology. West Sussex: John Wiley & Sons Ltd, pp.81-93. Brighouse, H. and Swift, A. (2009) Legitimate parental partiality. Philosophy and Public Affairs [online], 37(1), pp.43-80. Available from: < https://onlinelibrary.wiley.com/doi/ full/10.1111/j.1088-4963.2008.01145.x?casa_ token=y0IAmF5WpyIAAAAA%3AVrDFHn WvB0zzN47CMcEMQXRV7EbSd7qxqaz7z-_ ca3D9fPZZ2IQ1XseVY7lLfVsMwUFH6yaDBO F4SJQ> [accessed 10 March 2021].

International Studies in Sociology of Education [online], 21(3), pp.199-216. Available from: <www.tandfonline.com> [accessed 10 January 2021]. Devine, F. (2004) Class practices: How parents help their children get good jobs. Cambridge: Cambridge University Press. Green, F., Henseke, G. and Vignoles, A. (2017) Private schooling and labour market outcomes. British Educational Research Journal [online], 43(1), pp.7-28. Available from: <www.berajournals.onlinelibrary.wiley.com> [accessed 10 January 2021]. Kynaston, D. and Green, F. (2019a) Engines of Privilege: Britain’s Private School Problem. London: Bloomsbury Publishing Plc. Kynaston, D. and Green, F. (2019b) Britain’s private school problem: it’s time to talk. The Guardian [online] 13 Jan. Available from <www. theguardian.com> [accessed 10 January 2021]. Oría, A., Cardini, A., Ball, S., Stamou, E., Kolokitha, M., Vertigan, S. and Flores-Moreno, C. (2007) Urban education, the middle classes and their dilemmas of school choice. Journal of Education Policy [online], 22(1), pp.91105. Available from: <www.tandfonline.com> [accessed 10 January 2021]. Stevens, D., Parkes, J., Chan, S.K. and Chan, S.Y. (2020) Independent Schools Council Census and Report [online]. Kent: Independent Schools Council Research and Intelligence Team. Available from: < isc_census_2020_final.pdf> [accessed 20 January 2021]. Swift, A. (2003) How not to be a hypocrite: School choice for the morally perplexed parent. London: Routledge Falmer. Tizard, J. (2019) Private schools’ charitable status is neither in public interest nor that of charities. Civil Society [online], 14 October. Available from: < https://www.civilsociety.co.uk/voices/johntizard-private-schools-charitable-status-is-neitherin-public-interest-nor-that-of-other-charities.html> [accessed 10 April 2021]. Waterman, C. (2016) Charity begins at school: how the private sector will profit from “free” places. Education Journal [online], 289(November), pp.24-25. Available from <www. ebscohost.com> [accessed 20 January 2021].

Crozier, G., Reay, D. and James, D. (2011) Making it work for their children: White middleclass parents and working-class schools. 17

State interventions in parenting: advantages and downfalls of the Family Nurse Partnership Grace Harrison, third year Single Honours Education student weighs up the pros and cons of the Family Nurse Partnership.

Some nurses in the FNP programme may have scared parents through reference to how parenting styles can affect brain synapses. (Photo by Hal Gatewood on Unsplash)

The Family Nurse Partnership is supposed to support mothers who may be vulnerable by providing extra state support in the early years of their parenthood. This has increased wellbeing for some new parents. However, is the guidance given to parents in the scheme always helpful? 18

What is the Family Nurse Partnership programme? The programme, building on a similar American policy, was introduced into England in 2007. It had three main aims, ‘to improve pregnancy outcomes, to improve a child’s health and development and to improve parents’

economic self-sufficiency’ (Department of Health, 2010). The programme is only for mothers who the government deem to be ‘vulnerable, first time mothers’ (Department of Health, 2010). The programme consists of ‘intensive and structured home visits’ (Department of Health, 2010). And is available from ‘early pregnancy to toddlers aged two’ (Department of Health, 2010). The roles of the family nurses are to work on both attachment between mother and baby, and also a first time parent’s psychological preparation for parenthood. The nurses who are part of the programme ‘schedule a structure of home visits, they may be weekly, fortnightly or monthly, and can last between one and one and a half hours’ (Department of Health, 2010). And ‘use their professional judgement on how to address key problem areas’ (Department of Health, 2010). Ensuring that the mothers can learn new techniques and over-come problems that they may encounter with their first born are a priority. The programme is only offered for free to ‘first time mums aged 19 and under at conception, living in the agreed catchment area, have had previous problem pregnancies such as miscarriage, still birth or there are multiple births included’ (Department of Health, 2010). Why would first time mothers want to use the FNP? FNP can be a helping hand to first time mothers, in working out how to overcome particular problems that they might encounter. It can also put the mother’s mind at rest if a situation occurs and the FNP nurses can provide guidance and support on how to address it.

“A young mother who used the programme talks about how the FNP helped her during and after pregnancy, and had positive things to say about it.” A young mother who used the programme talks about how the FNP helped her during and after pregnancy, and had positive things to say about it, in particular the extra tips she received from her nurse about feeding. This participant in the programme, Damoya, said; ‘I was still feeling really tired and depressed, and I think this was because, although I knew I wasn’t going to have an abortion, I really didn’t feel ready to have a baby… One of the best things about having a family nurse is having someone outside of my family and friendship group that had a different perspective on everything!... [after] Melanie’s support and advice on alternative feeding options, I felt so much better. Neveah is now almost 1-year-old, and she always knows when Melanie is visiting! We often do activities together to teach me about her development and [Melanie] keeps me updated with anything I need to do to help it along’ (Damoya’s Story, FNP NHS, 2017).

“The use of … alarming images could scare vulnerable mothers, as it implies that without FNP guidance they will not be parenting correctly.” Problems with the FNP Although there have been many positive experiences of the FNP, such as Damoya’s, there have also been reports that the FNP is not as ‘voluntary’ as it may seem. One wonders if you would say no to the scheme if a health professional recommended it, since the request alone might make you doubt your abilities. A recent neuroscience study has also shown that the FNP nurses use neuroscience in ways that can scare the young mothers involved in the programme: “On the visits, they get a glass of water and put an AlkaSeltzer in it, and say, ‘if you do what you’re supposed to do, that will be your baby’s brain synapses firing.’ Or they’ll do a dot-to-dot picture, and get them to fill it in at random, and say, ‘That’ll be what your baby’s brain will look like if the connections aren’t made correctly.’ (Williams, 2014). The use of these alarming images could scare vulnerable mothers, as it implies that without FNP guidance they will not be parenting 20

correctly at the start of their child’s life, and this could cause permanent damage for their future. The unintended upset these tactics may cause is not fair on the mothers, as they may feel pressured to continue to use the scheme, for fear of being bad parents. This could actually decrease their confidence, rather than increase it. This technique is not ethical and highlights that the scheme may not be as helpful as it initially seems. Overall, this scheme seems to have some real advantages, as it can put parents into contact with an extra line of support and guidance, and participants have found this beneficial. However some of the reported problems with how this scheme has been implemented, in particular those that might undermine new parents’ confidence, need to be addressed so that it is improved for future recipients. References Department for Health (2010), Family Nurse Partnership Programme Information Leaflet. https://www.theguardian.com/education/2014/ apr/26/misused-neuroscience-defining-childprotection-policy https://fnp.nhs.uk/blogs/helpful-perspectivesdamoyas-story/

Teacher perceptions of the use of ICT in Ondo State, Nigeria Abayomi Ilesanmi, Master’s student in Education discusses his findings on how use of ICT can increase active learning, and reduce teacher stress.

Use of ICT can help students to build networks with each other, teachers, and the world. (Photo by Alina Grubnyak on Unsplash)

My research on use of ICT in Ondo State, Nigeria, demonstrated the range of complex ways by which the use of ICT influences the teaching and learning process. This includes students’ learning performance, social collaboration among peers, and teachers’ role in class management. Beetham and Sharpe (2007, p.2) argued that education “concerns not only how people learn naturally from their environment but

also the social interactions that support learning, and the institutions and practices that have grown up around them”, and my research provided some examples of how use of ICT contributed to this education process. I therefore illustrated the benefits of expanding ICT access across Nigerian schools. According to research, around 65 percent of primary and secondary schools in Nigeria experience shortage 21

of electricity supply (Lawal, 2017), and household computer ownership is low, at 13.4 percent in urban areas and 2.5 percent in rural areas (EdTech Hub, 2020). However, ICT implementation strategies have begun to emerge both at national and state levels. For example, the National Policy on ICT in Education was set up in 2019 to further ensure the implementation of ICT in the Nigerian education system (FME, 2019). Also in 2017, the Ondo State government set up initiatives to empower teachers in digital technology (Okonji, 2017). My study provides several reasons why this expansion of ICT access in Nigeria will support teachers and students. Despite their differing opinions, teachers in my study who worked in Ondo State understood their teaching and learning goals in the classroom to be developing good behaviour; ensuring students spend time learning together; and training pupils to be competitive in the global world, and reflected on the critical roles which ICT play in facilitating the attainment of these goals.

“teachers reported that their students’ responsiveness in the classroom increases when they use the internet, as they ask more questions or narrate videos which they have watched online.” 22

I found that teachers’ and pupils’ participation in ICT-mediated learning activities – such as using TV to play DVD videos, engaging in online gaming, or internet search – helps to nurture a diverse learning atmosphere where social interactions take place. For instance, teachers reported that their students’ responsiveness in the classroom increases when they use the internet, as they ask more questions or narrate videos which they have watched online, thereby building social engagements in students’ learning. This socially interactive environment helped pupils to develop positive behaviour patterns, as most teachers indicated that their pupils developed mutual respect and good communication skills when they engaged in teacherpupil communications while learning with ICT. This shows that internet exposure does not just isolate pupils from their peers (Livingstone, 2012), but can also increase sociability. My findings therefore showed how ICT can help to develop the social aspects of learning that were deemed to be so important by Vygotsky (Vygotsky 1978, p.88). A more complex finding was that ICT can influence pedagogical practices of primary school teachers. Respondents noted that ICT improved their teaching and students’ learning engagement, especially through use of pictures and videos of places and objects, and playing computer games which promoted active learning processes (such as cooperative method, flipped classroom, and group discussion). While ICT is applicable to all pedagogical approaches in some ways (irrespective of being traditional transmissive or active method), my findings showed

“interest in using ICT is [also] based on the benefits it can provide to [teachers’] experience of teaching … such as in planning lesson notes, managing stress, and checking for new information on class topics.” that its availability and use in primary schools increases the likelihood of teachers and pupils’ engagement in active learning methods. While teachers who participated in this research expressed that ICT could influence teaching and learning in the classroom, they also proved that their interest in using ICT is based on the benefits it can provide to their experience of teaching (and not just the experience of their students) such as in planning lesson notes, managing stress, and checking for new information on class topics.

References Beetham, H. and Sharpe, R. eds. (2007) Rethinking pedagogy for a digital age: Designing and delivering e-learning. London: Routledge. EdTech Hub (2020) EdTech in Nigeria: A Rapid Scan [online]. EdTech Hub. Available from <https://docs.edtechhub.org/lib/ED7RBJHG> [accessed 20 July, 2021]. Federal Ministry of Education (FME) (2019) National Policy on Information and Communication Technologies (ICT) Policy on Education. Lagos: NERDC Press. Lawal, I. (2017) 65 % of Nigerian schools lack electricity, says UN chief. The Guardian (Nigeria) [online], 20 July. Available at <https://guardian. ng/features/65-of-nigerian-schools-lackelectricity-says-un-chief/> [accessed 31 July 2021]. Livingstone, S. (2012) Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), pp.9-24. Okonji, E. (2017) Ondo State Empowers Teachers in Digital Technology. This Day [online], 6 September. Available from <https://www. thisdaylive.com/index.php/2017/09/06/ondostate-empowers-teachers-in-digital-technology/> [accessed 28 July, 2021]. Vygotsky, L. (1978) Mind in Society: the development of Higher psychological process. London: Routledge.

Although not all teachers use ICT in the same way, my findings were that most teachers are interested in using ICT if it is made accessible. This study showed that although the basic factors that are required to access technology in most Nigerian primary schools are not fully available, this does not (to a large extent) affect teachers’ interest in using ICT because of the benefits it can offer to the teaching and learning process.

Future Contributors Do you want to contribute to the June 2022 edition of The Ed Stu? If so, please contact Rosie Germain with your idea at germair@hope.ac.uk All ideas welcome.

The Ed Stu T: 0151 291 3947 E: germair@hope.ac.uk Edited by Rosie Germain and designed by Liverpool Hope University Design Team.