The Ed Stu - Issue 10

The Ed Stu

Tracey Brady, Anna Davies, and the following students discuss their education placements:

PUTTING EDUCATIONAL THEORY INTO PRACTICE IN A LITHERLAND SCHOOL

Gemma Rimmer, a third year undergraduate in Single Honours Education reflects on how her placement at a primary school enhanced her understanding of setting, and of the educational thought of Paulo Freire.

CLIMATE CHANGE AND FOOD SECURITY, MY EXPERIENCE WITH FARM URBAN

Sam Wilson, undergraduate on Single Honours Education,

2020-2023, explains how his placement strengthened his commitment to education about the climate and food scarcity.

HOLDING THE GLOBAL NORTH TO ACCOUNT AT THE LIVERPOOL WORLD CENTRE

Jack Swan, a third year undergraduate in Single Honours Education considers the importance of school children debating real world issues after seeing this in practice during his placement.

RECOGNISING BLACK WOMEN IN BRITISH HISTORY, AND CARRYING THEIR LEGACY FORWARD

Rachael Hogg discusses her

Greetings from some of the journalists in this issue! From Left to right, Lili Anne Aleria, Sam Wilson, and Akhila Jayachandra Babu.

important work on the Dorothy Kuya archive during her course placement with Writing on the Wall.

PLUS…

First Year Student in Education and English Literature Lili Anne Aleria reports on her recent involvement with a Youth Parliament Session.

Master’s Student in Education Akhila Jayachandra Babu discusses her research on disability and education in India and the U.K.

An introduction to this Special Issue on second year Education placements.

It is wonderful to be able to share the work of Level I Core2 students on their community placements in this issue of The EdStu. These community placements provide students with a handson experience of informal education settings in which they can problem solve in the community, and both apply and expand upon their understanding of the field.

To facilitate the placements, I work with local NGO, Liverpool World Centre, to connect students with placement mentors from a range of organisations (eg: Schools Improvement Liverpool or Family Refugee Support Network). I have also arranged placements with the Liverpool-City-Council-funded school for asylum seekers.

While on placement, students have two key roles: 1) they carry out on-site research and develop needed resources for their organisations (e.g. reports, lesson plans, and brochures) and 2) they deliver needed activities (e.g. mock parliamentary sessions with children, or cookery lessons with refugees).

Placement mentors and I provide regular formative feedback for the students throughout the 6+ weeks.

Students both fulfil the tasks set out by me and placement mentors, and also offer their own insights and

suggestions for resources and activities, thus shaping the assessment. While undergoing these placements they record their learning in placement logs which form the basis of their conference presentations.

Many thanks to the students included in this issue who responded to my invitation to share their experience. Each piece reflects here the lasting impacts the placement has had for them personally, academically and professionally.

Dr

Carly Bagelman Head of Level I Core 2 Education (Single Honours).

Discovering the meaning of care at a school for refugee children

By Tracey Brady, undergraduate on Single Honours Education, 2020-2023.

This article discusses the workexperience placement I completed at the School for Refugees in January and February 2022. ‘Refugees’ or the ‘migrant crisis’ is possibly the most divisive and contentious issue of the contemporary era. Whilst journalists such as Katy Hopkins (2015) portray refugees and asylum seekers as

a parasitic ‘swarming plague of cockroaches’ seeking to invade our shores and gain access to the fabled British benefit system, this was never a view I concurred with. I had sympathy for refugees. But whilst I disagreed with the seemingly populous consensus and ‘supported’ the rights of refugee and asylum seekers, apart from making an

Refugee parents took photographs of their children on a visit to Liverpool Hope to show relatives that they were cared for in their new country of residence. (Photo by Ethan Hoover on Unsplash)

occasional donation I didn’t do anything other than care. I therefore appreciated being given an opportunity to do something practical, something more than sympathising.

“apart from making an occasional donation I didn’t do anything other than care. I therefore appreciated being given an opportunity to do something practical, something more than sympathising.”

The school for refugees is a school like no other. As the needs of the students are different to the needs of students within the state education system, so the priorities of the school are different to the priorities of mainstream educational institutions. Teaching is more than the transmission of knowledge; it is first and foremost a relationship practice. Establishing trust and building relationships with the students and their families was a crucial element of the educational process at the refugee school. In the limited or extended amount of time the children spend at the school the staff come to know them and to know their aspirations and hopes for the future. It is through this knowing and the building of strong relationships with the children and their families that the staff provide a supportive learning environment that

prepares the students for their eventual integration into the state education system.

“I was‘helping’the school in volunteering whilst simultaneously conducting a research project which ultimately benefitted me. The discomfort I felt from benefitting in any way from the misfortune of such vulnerable people did not leave me. I was therefore delighted to be invited to assist on a further campus tour earlier this year”

During my placement I was invited to assist on a campus tour of Hope University which was organised for the refugee school by Doctor Carly Bagelman. The tour was a resounding success, the children thoroughly enjoyed the experience, actively and enthusiastically engaging in all the learning activities. Throughout the tour the parents took an inordinate number of photographs of their children with the staff. I later learnt the significance of these photographs. Through the photographs the parents reassure family

members whom they have had to leave behind that the children are safe, happy and ‘cared’ for. Working with refugee children is emotionally tolling, it is impossible not to become affected by the plight of the families and there were certainly times when I felt emotionally overwhelmed.

“Throughout the tour[ofLiverpool Hope]parentstook an inordinate number ofphotographs of their children with the staff… through the photographs the parents reassure family members whom they have had to leave behind that the children are safe,happy and cared for”

Despite the emotional challenges I experienced during my placement, I have nothing but fond memories of my time at the school. However, one of the things that I struggled with while on placement was a sense of dissonance. I was conscious that my presence at the school was a reciprocal arrangement and thus of mutual benefit to both parties. I was ‘helping’ the school in

volunteering whilst simultaneously conducting a research project which ultimately benefitted me. The discomfort I felt from benefitting in any way from the misfortune of such vulnerable people did not leave me. I was therefore delighted to be invited to assist on a further campus tour earlier this year. Since completing my degree, I have been able to return to the school on a ‘purely’ voluntary basis.

In conclusion, working in a school for refugees has been both humbling and transformative. The experience has reinforced my commitment to education and highlighted the importance of providing active compassionate support as opposed to passive sympathy. It has been a privilege to have been a small part of the journey these children are making towards what I hope is a bright future.

Putting educational theory into practice in a Litherland school

By Gemma Rimmer, a third year undergraduate in Single Honours Education.

My name is Gemma Rimmer, I am in my third year studying at Liverpool Hope University and I am currently studying for a B. A. Honors degree in Education. Earlier this year, I had the chance to complete a work experience placement as part of my course in Education.

I chose my own placement in a local school not far from my home that was convenient for me and that I thought would suit me best in helping me to progress on to my future career of becoming a primary school teacher. The school I had the pleasure of completing my placement is in a working-class area of Litherland, Liverpool. The area being particularly populated by the working class means

that 40% of pupils out of 201 qualify for FSM. The school includes a lot of children who may have SEN or have other issues that can make teaching a class challenging yet rewarding.

“Before I observed phonics,I always knew it played an especially big part in a child’s learning journey for them to do well in school. From what I observed I was right…”

Understanding what feedback works from the perspective of pupils is key to supporting student growth, development, and creativity. (Photo by Jené Stephaniuk on Unsplash)

While I was at the school my role was to observe the quality of teaching, help and support the teacher within the classroom by helping with daily tasks such as working with children who may need more support than others, and looking to see if there was any room for change within the classroom environment, or looking at how the quality of teaching could be improved such as by using Freire’s theory of critical thinking within the classroom.

“…for the children to learn to read and write they need to learn how to pronounce sounds.The school was very focused on phonics and used a program called Read

Write Ink.”

One of the things I was particularly interested in observing was phonics. Before I observed phonics, I always knew it played an especially big part in a child’s learning journey for them to do well in school. From what I observed I was right, phonics does play a rather big part of a child’s learning, especially in the early years and Key Stage 1 as for the children to learn to read and write they need to learn how to pronounce sounds. The school was very focused on phonics and used a program called Read Write Ink.

When it came to phonics, the school did their utmost best to make the learning fun by using nonsense alien words for

the children to read where they would have to pretend to be aliens making alien noises with words that did not have to be said properly, but it went back to being words the children would use in real life. They had to sit well and listen to the teacher, say a word in the correct way and then the children would repeat what the teacher had said. I feel that this linked very strongly to Freire’s theory of banking, in that the teacher holds the power of knowledge, and it is passed on from teacher to child, which at first I thought took away children’s own critical learning. But after observing and analysing, I can see that banking is needed in phonics because through learning from the teacher, children need to pronounce sounds in a certain way using their mouths or putting their tongue in a certain position in their mouth. An example would be putting your lips together like you’re blowing a kiss to make the SH sound for them to pronounce it correctly.

Furthermore, while I was observing phonics I noticed the children were put into sets, there was a higher ability group, a middle, and a lower ability group. I noticed at this age there does not seem to be any meaning to what set they are in for any type of lesson whether it be maths, English just to name a few, but as children get older they get more aware of what is going on around them, as I know from personal experience as I have a daughter at primary school. I have always wanted her to do well at school like any other parent, but once she got older she started to realize what set she was in at school and it made me upset as a parent to know my daughter knows about how well she is doing at school

due to having these sets. This made me re-evaluate the way I think of my daughter’s education and what I want her to get out of school, all I want now is for her to do her best and enjoy her time at primary school.

“…after observing and analysing,I can see that banking is needed in phonics because through learning from the teacher,children need to pronounce sounds in a certain way…”

I understand teachers have sets due to having targets to reach, but I feel that they could be more aware of the social pedagogy of teaching that was outlined by K. M.Smith(2021). Smith suggests that teachers who educate children should try to make them understand it, it is not always about sets or statistics, and that children have diverse talents that they can be good at. For instance, some children are creative or sporty and we should allow them to show their talents where possible, and recognise their individual achievements.

“Smith suggests that teachers who educate children should try to make them understand it,it is not always about sets or statistics,and that children have diverse talents that they can be good at.”

Overall, I feel that this work experience has helped me to know what I would like to do after university. It has also helped me to understand what it is like to be within a school setting and to think ahead about how different pedagogies, from Freire, to bell hooks, to Smith, may be relevant.

References

Freire, P., 2021. Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing.

Smith, M. K. (2012). ‘’Good way of exploring pedagogy is as the process of accompanying learners: caring for and about them and bringing learning into life.’’ ‘What is pedagogy?’, The encyclopedia of pedagogy and informal education. https://infed.org/mobi/what-ispedagogy/.

hooks, b., 2014. Teaching to transgress. Routledge.

Climate change and food security, my experience with Farm Urban

By Sam Wilson, an

undergraduate in Single Honours Education 2020-2023.

Before beginning my placement opportunity with Farm Urban, I did not appreciate the importance of food security and climate change. I was unaware of the importance of teaching about this issue and how children can become engaged in learning about an issue that proves detrimental to

both their lives and generations after them. Whilst witnessing the work the team do and the programmes they deliver, it became increasingly evident that the issue of climate change and environmental sustainability must become a component of a child’s fundamental education.

We should all know where our food comes from, as well as threats to its supply.

(Photo by Dose Juice on Unsplash)

“…children can become engaged in learning about an issue that proves detrimental to both their lives and generations after them.”

As a society we assume that issues will be rectified by someone else or when they become too pressing or disruptive. This does not need to be the case. If we are able to teach children about the pressing problem of climate change and food security, there is a possibility it can be drastically improved within our own societies.

“…we assume that issues will be rectified by someone else or when they become too pressing or disruptive.This does not need to be the case.”

Having spent time with Farm Urban at both their facility and in a classroom environment, I witnessed the potential for environmental change and therefore the possibilities of this through educational platforms. Farm Urban aims to create systems that allow people and the planet to thrive together in balance. I strongly believe that if children learn about food security and climate change through programs such as Farm Urban, then the long-term impact will be overwhelmingly positive. In order for this

model of education to both move away from the curriculum and be beneficial to students, outside influences and knowledgeable experts are crucial.

It was suggested by Orr (2004) that it is education that will save the planet, however it has to be of a certain type. To me, this was clearly being achieved through Farm Urban and the programme it delivered.

“if children learn about food security and climate change through programs such as Farm Urban,then the longterm impact will be overwhelmingly positive.”

Experiencing the positive impact Farm Urban had on my own perception of education and climate change, I began to explore this issue further and therefore deeper understood the influence these programmes have on the education of young minds and the potential for future change.

Throughout my own schooling, education about climate change or environmental issues was severely neglected. Although I was aware of the issue in general, the education I received never encouraged me to take further steps and learn more about the issue or to conduct personal changes to promote positive actions. Through Farm Urban and further research, I appreciate that I have a responsibility as an adult

to educate not only myself but other generations about the pressing issue of climate change, sustainability and, most importantly, food security.

“Education needs to adapt and develop in time with the world around us,and respectively view children as the agents for future change.”

When reflecting on my experience, I understand that as I embark on a career in education, I must be prepared to not only teach on this issue and ensure that those I educate understand the significance of it as well, but to actively promote changes that positively impact the issues raised. Education needs to adapt and develop in time with the world around us, and respectively view children as the agents for future change (Blatchford, 2016). Future generations of children have the best chance

of achieving sustainability, however education is the cornerstone of such change (Blatchford, 2016).

To summarise, my time spent with Farm Urban has allowed me to understand the importance of having an education which teaches about climate change and food security. If education does not address the issue of climate change and food security, then it is failing the future leaders of our societies. I am thankful for my opportunity with Farm Urban and ever grateful to them for allowing me to see what needs to be changed in education to pave the way for a safer and sustainable future.

References

Orr, D.W., 2004. Earth in mind: On education, environment, and the human prospect. Island Press.

Siraj-Blatchford, J., Mogharreban, C. and Park, E., 2016. International research on education for sustainable development in early childhood. Springer International Publishing.

Holding the Global North to account at the Liverpool World Centre

By Jack Swan, a third

Honours Education.

Joining with others to identify social justice issues supports learning.

(Photo by by Priscilla Du Preez on Unsplash)

As part of Education Studies Core 2 I was required to go on placement and the organisation I chose to do it with was the Liverpool World Centre. Based in Toxteth, the World Centre’s main goal is to be a catalyst for positive social change. The Centre has three main topics it aims to tackle: global issues, global learning, and global change. These topics can be summarised as the wish to explore issues that affect the world then educate people on how these issues may be tackled in order to bring positive change.

“Based inToxteth,the World Centre’s main goal is to be a catalyst for positive social change”

My role varied. At first, I was simply observing and listening to some of the meetings the organization held. For example, when they were considering potential sources of funding, one of which was an offer from Saudi Arabia to provide resources for them.

I also developed some mind maps related to a community research project that the World Centre was taking part in. This showed the relationships between the organizations taking part. The areas that were being examined were all across Liverpool, from Toxteth, to Walton, through to Picton. The research project was designed to identify the needs of each community, and identify how collaboration between organisations could be used to identify potential solutions to the needs of the communities.

year undergraduate in Single

“My role varied.At first,I was simply observing and listening to some ofthe meetings the organization held.For example,when they were considering potential sources offunding,one ofwhich was an offer from Saudi Arabia to provide resources for them.”

An enjoyable part of my placement was a mock COP conference that was held by the World Centre. COP is an acronym that refers to ‘Conference of the Parties’, or to the states that signed up to address climate change through the UN in 1992. The mock COP involved multiple schools with around eight students attending from each. Before attending, they were all asked to research about a country they were representing. This was so that on the day they could present their statements and discuss solutions for some of the issues that were identified.

During the conference, the students discussed what they had researched from the perspective of their countries and presented questions to the other groups such as why they had not

“The mock COP involved multiple schools with around eight students attending from each.”

achieved their pledge from a previous conference, or what their future plans where. One thing that was immediately apparent was that the students were very engaged, they presented well researched information, and were thinking critically. This was especially true when it came to holding some of the global north counties responsible especially the USA and UK.

During my placement I noticed that the core team was small despite the large number of projects they participated in. However, this did not appear to be a drawback as they often collaborated with other organisations such as community centres or local councils to make up for this, and expand their network.

“…this placement was an eye opening experience into how much effort goes into these non-mainstream forms of education and how positive an experience they can be for those who attend.”

Overall, this placement was an eye opening experience into how much effort goes into these non-mainstream forms of education and how positive an experience they can be for those who attend, and who will leave with a broader understanding of issues both locally and globally.

Inspiration about pedagogy, and future pathways, while on placement at School Improvement Liverpool

By Anna Davies, an undergraduate in Single Honours Education 2020-2023.

Back in February 2021, I started my placement at School Improvement Liverpool (SIL). An organisation that works closely with Liverpool City Council (LCC) to ensure schools and teachers have access to a range of support and helpful resources. I specifically worked alongside the Lead Food School Officer at SIL, Jennifer (Jenny) Martin. Together, along with another student, we helped Jenny and her team design a simple framework for teachers to follow regarding The Education Improvement Plan that LCC set out earlier in the year. We focussed

on the section prompting teachers to ‘develop a systematic structured programme available for all settings and phases that develops physical, mental and nutritional knowledge and health and metacognition’. In essence, my placement consisted of developing ideas and designs for a document that schools and teachers could easily follow to improve the overall physical and mental health, along with metacognition of their students.

For me, this placement was an opportunity to influence real documentation that schools and

Anna Davies crafted documentation for schools on ‘growth mind-set’ learning.

(Photo by ASTERISK KWON on Unsplash)

“…we helpedJenny and her team design a simple framework for teachers to follow regardingThe Education Improvement Plan that Liverpool City Council set out earlier in the year.”

teachers could follow. It was an opportunity to reflect on what I had learnt on the course so far and develop my ideas of how best to articulate them in the meetings with Jenny. Development of a growth mindset was something I thought might fit well within the requirements of LCC improvement plan. I provided specific resources for teachers to use so that they could have the confidence to promote this to children. My thinking behind this stemmed from the belief that if children develop this mindset then this builds confidence in all aspects of their education, not just in PE. If they believe that they can improve on their ability then they are more likely and willing to do so.

One reflection I have about my placement is how interesting and refreshing it was to witness someone use and implement concepts and

theories we had discussed on our course. How a concept such as critical pedagogy could be put into effect in real life. In an interview I had with Jenny towards the end of my placement, Jenny mentioned how she incorporates critical thinking into her pedagogy by encouraging students to fill out an evaluation sheet at the end of her lessons. Here she encourages reflection and action in her practices. By reflecting on the lesson, and deciding what went well and didn’t go so well she is encouraging critical thinking and for children to be autonomous in their own learning. Up until this point, this was something only discussed and talked about. My placement took Paulo Friere’s concept of critical pedagogy to the next level and opened my eyes to a world of possibilities where critical pedagogy could be at the forefront of teaching practices everywhere.

“…my placement consisted of developing ideas and designs for a document that schools and teachers could easily follow to improve the overall physical and mental health, along with metacognition of their students.”

From the interview it was clear to me the passion Jenny feels about children’s welfare and the need for children to be fed. She saw it as a necessity and in her interview expressed her frustration at the issue not being dealt with or seen as important. As her department is paid for directly by schools, not every school is receiving the benefits of her department. With subjects like Maths and English taking the forefront, it is frustrating for Jenny as she views the need for children to be fed as the most important issue. A direct quote from jenny articulates her frustration perfectly when she says ‘At the end of the day, if a child is going into school hungry and hasn’t eaten breakfast, then they’re not going to learn the maths and the English when they get there’. In her opinion, children coming into school hungry is something that could easily be fixed by schools by offering the children some breakfast as they come into school. This conversation with Jenny initially sparked my interest in the importance of education policy, Free School Meals (FSM) in particular. I went on to write my dissertation about the journey of FSM so far, and the struggle they have faced in realising their potential.

My placement provided me with an opportunity to experience what it could be like to work within a team where important social justice issues such as child poverty and freedom of thought were at the forefront. It helped me gain confidence in expressing my ideas and confirmed a career path in which I’m excited for the journey. I have recently secured a graduate job at Knowsley Council as an Equality, Diversity and Inclusion officer, a job which I’m very excited to start. This role will hopefully provide me with the opportunity to make Knowsley a more equal, diverse and inclusive place to live by educating the workforce and the community.

“I have recently secured a graduate job at Knowsley Council as an Equality, Diversity and Inclusion officer, a job which I’m very excited to start.”

My time studying at Hope along with my placement, gave me the confidence and abilities to strive for change and, most importantly, hope for a better world.

“Jenny mentioned how she incorporates critical thinking into her pedagogy by encouraging students to fill out an evaluation sheet at the end of her lessons. Here she encourages reflection and action in her practices”

Recognising Black women in British history, and carrying their legacy forward

By Rachael Hogg, a third year undergraduate in Education and Psychology.

Dorothy Kuya was an important activist for Black rights in twentieth century Liverpool. (Source: https://www.liverpoolmuseums.org.uk/ artifact/dorothy-kuya-library-and-personal-archive)

I completed my second-year placement at a local charity called Writing on the Wall (WoW), they are based in and around Liverpool with an office space in the Maritime Museum. They conduct an annual Writing on the Wall Fest which brings together local audiences with the best local, national, and international writers, artists, and social commentators. A large part of their work is focusing on Black History and

“WritingontheWall(WoW)

… are based in and around Liverpool with an office space in the Maritime Museum.”

raising awareness of the inequalities, and underrepresentation of this in society and education in the UK today. WoW was commissioned for the Dorothy Kuya Project. Dorothy Kuya was an important person in Liverpool as a Communist and political rights activist, the co-founder of Teaching against Racism, and the secretary of the National Assembly for Women. For this they had to archive all her belongings and research so that the public can view and reference it for personal use. In addition to this, a small temporary exhibition will take place honouring some of her most important and meaningful work. The archive was originally contained in 45 crates and boxes with a further 16 crates of her library of books. At the time, the museum did not have the resources to start work on such an enormous collection. In 2022 National Museums Liverpool (NML) commissioned WoW as a community partner to work on

“In 2022 National Museums Liverpool(NML)commissioned

WoW as a community partner to work on the Dorothy Kuya archive.”

the Dorothy Kuya archive. The project has three members of staff – a project manager, project archivist and archives assistant supported by volunteers and student placements.

One of my tasks was to take inventory of her notes for the larger project to progress. However, in this task I was able to look at her diary entries on different teaching schemes she tried and different views she had. I found that she was critical of teaching and how inclusive or accepting the common teaching practices were which is what led her to co-find the Teaching against Racism Foundation. She was also a proud member of many other movements that aimed to change teaching methods, materials, and the education system as a whole to reduce racism, stereotyping and inequality. This is still prevalent in today’s society as only 48.6% of Black state school pupils

“Dorothy Kuya was an important person in Liverpool as a Communist and political rights activist,the cofounder ofTeaching against Racism,and the secretary ofthe NationalAssembly for Women.”

ages 18 went on to higher education in 2021. The most common reason for students from ethnic minority groups to be given a permanent exclusion from education is recorded as physical assault against a pupil, however this could be due to racial stereotyping of Black people being more violent and aggressive as well as due to racist attitudes and comments received from other students which needs to be addressed through the education system.

“I developed ideas ofhow to improve and change the system now and in the future to make Kuya’s work live on, and implement much needed changes to our society.”

Overall, I found the placement to be an amazing opportunity that really helped me gain perspective and awareness of the issues in the education system, and how they have been addressed in the past. I developed ideas of how to improve and change the system now and in the future to make Kuya’s work live on, and implement much needed changes to our society. Hopefully, we will see these changes and it opens equal opportunity and experiences for all students to reach their full potential.

A Comparative Study of SEN and inclusion in schools in India and England

By Akhila Jayachandra Babu, Master’s student in Education.

Greater inclusion is on the horizon as India and England renew their commitment to this in recent policies. (Photo by Brianda Maldonado on Unsplash)

The concept of a sense of belonging revolves around the feeling of being embraced and valued by the people around us. It encompasses being acknowledged for who we are, treated with respect, and included in social circles (Prince and Hadwin, 2013).

Internationally, the term “inclusion” has gained significant prominence in the realm of educating students with special educational needs (SEN). It has emerged as a pivotal international educational policy concern, particularly after the Salamanca Statement, which urged governments worldwide to legally or policy-wise embrace the principle

“Internationally,the term “inclusion” has gained significant prominence in the realm ofeducating students with special educational needs (SEN).”

of inclusive education, which entails enrolling all children in mainstream schools unless there are compelling justifications for an alternative approach (Merrigan and Senior, 2021).

“The concept ofa sense ofbelonging revolves around the feeling ofbeing embraced and valued by the people around us.It encompasses being acknowledged for who we are…”

The Rights of Persons with Disabilities Act, 2016 was enacted in India to implement the United Nations Convention on the Rights of Persons with Disabilities (Duffy and Kelly, 2020). This Act represents a significant step toward creating a more inclusive and equitable society for persons with disabilities in India. It serves as a legal foundation for numerous economic and social rights, while also emphasizing the importance of upholding inherent dignity, promoting individual autonomy, facilitating full and meaningful inclusion and participation in society, fostering respect for diversity, embracing individuals with disabilities, ensuring equality of opportunity, promoting accessibility, and recognizing the evolving capacities of children with disabilities (Duffy and Kelly, 2020). However, there are

still many impediments to education, and implementation has been patchy. Census data are limited and insufficient to estimate the prevalence of disabilities, the Indian children with disabilities access to school, in particular, what elements may facilitate or impede their ability to access education (Grills et al., 2019).

“The Rights of Persons with Disabilities Act,2016 was enacted in India to implement the United Nations Convention on the Rights ofPersons withDisabilities(Duffy andKelly,2020)”

The act emphasizes the importance of offering training and employment opportunities for teachers, including those with disabilities who possess proficiency in sign language and Braille. Additionally, teachers trained in educating children with intellectual disabilities should also be included (disabilityaffairs.gov.in, n.d.). However, teachers often have low expectations for students with disabilities (SWD), which can lead to a decrease in their involvement in creating learning opportunities for these students (Sharma, Chari, and Chunawala, 2017). Research has shown that teachers’ attitudes are influenced by various

factors, including their beliefs about self-efficacy, previous training, level of institutional support, access to professional development opportunities, and the severity of students’ disabilities. Additionally, although teachers may appear accepting and positive towards inclusionary programs, there are still concerns regarding the implementation of Inclusive Education in mainstream classrooms. These concerns stem from deep- rooted attitudes that are influenced by cultural assumptions, making them particularly challenging to change. These attitudes have a wideranging impact, affecting the community, schools, and even government (Kumar, 2016).

“…teachers often have low expectations for students with disabilities(SWD), which can lead to a decrease in their involvement in creating learning opportunities for these students…”

According to Foucault’s “discursive power”, power operates not solely through institutions, but also through language and discourse (Foucault, 1969). Thus, the words such as “vocational training”, “employment opportunities”, and “improving their

quality of life”, which are used in the act, show the stereotyping nature. Although these stereotypes did not directly lead to explicit discrimination, their mixed positive and negative connotations could potentially result in subtle forms of discrimination. This could manifest as limited choices and a lack of self- determination, ultimately impacting opportunities for rehabilitation (Pelleboer- Gunnink, van Weeghel, and Embregts, 2019). The sentence “improving their quality of life, as well as that of their families” highlights how society unjustly imposes stereotypes, biases, and discrimination on individuals with certain conditions, negatively impacting their lives (Goffman, 1963). The word “support” is mentioned 52 times in the act (disabilityaffairs.gov. in, n.d.), while in the compendium of schemes associated with the act, it is referenced 56 times (Ministry of Social Justice and Empowerment, 2018). The term “support” encapsulates Derrida’s theory of binary opposites, wherein the government assumes a central position while the students are relegated to the periphery. This concept sheds light on the inherent power dynamics, with one side embodying authority and dominance, while the other side experiences marginalization and oppression. (Derrida, 1967).

The Children and Families Act 2014 is widely recognized as a groundbreaking reform in the field of Special Educational Needs and Disability provision in England. This act represents a significant departure from the existing system, drawing upon the influential Warnock report and the subsequent 1981 Education Act. One of the key innovations introduced by the 2014

“The Children and Families Act 2014 is widely recognized as a groundbreaking reform in the field of Special Educational Needs and Disability provision in England”

Act is the Education Health and Care plans, which have replaced the outdated Statements of Special Educational Needs. The government also introduced the Special Educational Needs and disability code of Practice (SEND CoP) to complement this act (Hodkinson and Burch, 2017), which offers the necessary statutory guidance on how the duties, policies, and procedures outlined in Part 3 of the Children and Families Bill should be implemented. It is crucial to note that children with disabilities who do not have Special Educational Needs (SEN) are not encompassed by either the Children and Families Act or the Code (Hodkinson, 2016d). The current Code of Practice lacks clarity regarding the relationship between Special Educational Needs (SEN) and disability, as it simply uses the acronym SEND without any further explanation. This legislation introduced a dual system of definitions, guidance, and responsibilities that do not align well with the SEN system. (Norwich, 2019).

Local authorities are tasked with the

responsibility of issuing Education, Health and Care Plans (EHCPs), previously known as Statements, to guarantee legally protected provisions. However, the emergence of Academies and Free schools, which are statefunded independent schools, has weakened their authority due to the new governance system. This system places greater reliance on market forces within the education system. Additionally, there has been a growing demand from parents for increased statutory assessment and Education, Health and Care Plans (EHCPs). The 2014 SENCoP, designed with these rigorous educational objectives in mind, also exhibits a political presence as it adheres to the demands and expectations of neoliberalism (Burch, 2017).

Referring to the new plans as ‘education, health, and care plans’ is misleading, as they primarily focus on educational aspects while incorporating health and social care needs that are relevant to special educational needs. It is important to note that these plans do not encompass health provisions that are unrelated to special educational needs. (Norwich, 2014). Upon analyzing the EHC plans, it becomes evident that they are not being developed as the comprehensive documents they were intended to be. Instead, they appear fragmented, of low quality and fail to acknowledge the voices of children and their families (Palikara et al., 2018).

The Children and Families Act 2014 in the UK and the Rights of Persons with Disabilities Act 2016 in India share the common goal of safeguarding and advancing the rights of vulnerable populations. However, they differ

in terms of their scopes, target populations, and legal frameworks, which are shaped by the unique needs and contexts of their respective countries.

References

Burch, L.F. (2017). Governmentality of adulthood: a critical discourse analysis of the 2014 Special Educational Needs and Disability Code of Practice. Disability & Society, 33(1), pp.94–114.doi:https:// doi.org/10.1080/09687599.2017.1383231.

Derrida, J. (1967). Of Grammatology. Baltimore: The Johns Hopkins University Press. Disabilityaffairs.gov.in. (n.d.). Acts | Department of Empowerment of Persons with Disabilities | MSJE | Government of India. [online] Available at: https://disabilityaffairs.gov.in/content/page/ acts.php.

Duffy, R.M. and kelly, B.D. (2020). India’s Rights of Persons with Disabilities Act, 2016. In: India’s Mental Health Care Act, 2017. Singapore: springer, pp.61–80.

Foucault, M. (1969). The Archaeology of Knowledge. London: Routledge.

Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. London: Penguin Books.

Grills, N., Devabhaktula, J., Butcher, N., Arokiaraj, S., Das, P.K. and Anderson, P. (2019). ‘Inclusive education’ in India largely exclusive of children with a disability. Disability and the Global South, 6(2), pp.1756–1771.

Hodkinson, A. (2016d). The Emergence of Inclusive Education: From Humble Beginnings. In: Key Issues in Special Educational Needs and Inclusion. London: SAGE Publications, pp.85–104.

Hodkinson, A. and Burch, L. (2017). The 2014 special educational needs and disability code of practice: old ideology into new policy contexts? Journal of Education Policy, 34(2), pp.155–173. doi:https://doi.org/10.1080/02680939.2017.14 12501.

Kumar, A. (2016). Exploring the Teachers’ Attitudes Towards Inclusive Education System: A Study of Indian Teachers . Journal of Education and Practice, 7(34).

Merrigan, C. and Senior, J. (2021). Special schools at the crossroads of inclusion: do

they have a value, purpose, and educational responsibility in an inclusive education system? Irish Educational Studies, 42(2), pp.1–17. doi:https://doi.org/10.1080/03323315.2021.19 64563.

Norwich, B. (2014). Changing Policy and Legislation and Its Effects on Inclusive and Special education: a Perspective from England. British Journal of Special Education, 41(4), pp.403–425. doi:https://doi.org/10.1111/1467-8578.12079.

Norwich, B. (2019). From the Warnock Report (1978) to an Education Framework Commission: A Novel Contemporary Approach to Educational Policy Making for Pupils With Special Educational Needs/Disabilities. Frontiers in Education, [online] 4(4). doi:https://doi.org/10.3389/ feduc.2019.00072.

Palikara, O., Castro, S., Gaona, C. and Eirinaki, V. (2018). Professionals’ Views on the New Policy for Special Educational Needs in England: Ideology versus Implementation. European Journal of Special Needs Education, 34(1), pp.83–97. doi:https://doi.org/10.1080/08856257.2018.14 51310.

Pelleboer-Gunnink, H.A., van Weeghel, J. and Embregts, P.J.C.M. (2019). Public Stigmatisation of People with Intellectual disabilities: a mixedmethod Population Survey into Stereotypes and Their Relationship with Familiarity and Discrimination. Disability and Rehabilitation, 43(4), pp.1–9. doi:https://doi.org/10.1080/09638288.2 019.1630678.

Prince, E.J. and Hadwin, J. (2013). The Role of a Sense of School Belonging in Understanding the Effectiveness of Inclusion of Children with Special Educational Needs. International Journal of Inclusive Education, 17(3), pp.238–262. doi:https://doi.org/10.1080/13603116.2012.67 6081.

Sharma, A., Chari, D. and Chunawala, S. (2017). Exploring Teachers’ Attitudes Towards Inclusive Education in Indian Context Using ‘Type of Disability’ Lens. International Journal of Technology and Inclusive Education, 6(2). doi:https://doi.org/10.20533/ ijtie.2047.0533.2017.0140.

Representing the Cayman Islands at the UK Youth Parliament

By Lili Anne Aleria, First Year student in Education and English Literature.

It is an honour to be able to represent one’s country. My name is Lili Anne Aleria, and from the 16th to the 17th of November, I was chosen to represent my home, the Cayman Islands, at this year’s UKOTA Youth Summit and UK Youth Parliament session.

As a first-year student in the education course, I enjoy interacting with different cultures. I find it valuable to learn from

“It is an honour to be able to represent one’s country”

not only each other’s mistakes but also our accomplishments. By working together, we are able to move not only

Time is running out to fix the cost of living crisis for permanent residents of the Cayman Islands.

(Photo by Max Böhme on Unsplash)

our individual nations forward but also the world; the United Kingdom Overseas Territories Association (UKOTA) focuses on just that. At the youth summit, seven out of fourteen UK overseas territories sat, allowing the youth representatives to hear local issues regarding the environment, economy, and our education.

chose to speak on the Cayman Islands’ cost of living crisis.

“…the ability to address not only the United Kingdom but also the globe about a small country such as the Cayman Islands is a once-in-a lifetime opportunity.

However, the primary focus of the week was the 2023 UK Youth Parliament session. With the kindness of the Hon. Speaker of the House of Commons, Sir Lindsay Hoyle MP, one representative of the UK Overseas Territories was allowed two minutes to speak on “the most important issue of equality facing young people from my territory today.” The choice of the topic was difficult. It was strenuous to choose just one issue to speak on; the ability to address not only the United Kingdom but also the globe about a small country such as the Cayman Islands is a once-in-a lifetime opportunity. Currently, on the island, we are facing environmental, economic, and cultural problems. But in the end, I

Over the years, the world has come to a consensus on the Cayman Islands. To put it simply, the island is seen as the “home of the rich.” But this is only the case for visitors and residents who don’t want to make my island their permanent home. The realistic situation in the Cayman Islands is that the standard of living is too high for anyone to live comfortably. After the pandemic, we have seen a rise in tourists and workpermit holders, leading to reduced supply and a rise in demand. There is simply not enough to accommodate our rising population, leading to local grocery stores increasing their prices to an excessive level, where even a mother is not able to buy diapers for her baby. The youth of the Cayman Islands have noticed this crisis, thus motivating them to move elsewhere in order to live without worry. Caymanians are now a minority in our own home.

“…the world has come to a consensus on the Cayman Islands.To put it simply,the island is seen as the “home of the rich”

This topic was worthy of speaking on an international stage. It was an honour to represent my home and speak on an issue that my peers are concerned

about. Consequently, I find it unfair that we, as the youth of the Cayman Islands, leave our island to find another home. Our ancestors have planted their roots, and we are unable to continue on their legacy simply because we are not able to afford to live there any longer.

“There is simply not enough to accommodate our rising population, leading to local grocery stores increasing their prices to an excessive level,where even a mother is not able to buy diapers for her baby.”

Although speaking at the UKOTA Youth Summit and the UK Youth Parliament about the crisis we are facing back home did not only benefit me, It also gave me the opportunity to have my island recognised from a global perspective. Additionally, it allowed the silent voices of the Cayman Islands to be heard by the possible leaders of our future and for them to cause a change.

I would like to thank the Youth Parliament of the Cayman Islands for giving me this chance to speak on this important issue. Without them, I would never have been able to step into the House of Commons and speak to the world about my home, the Cayman Islands. Additionally, this initial chance would’ve never been put into place without the help of the Hon. Speaker of the House of Commons, Sir Lindsay Hoyle MP, as the UK Overseas Territories were granted the ability to speak at the youth parliament session only because of him.

Future Contributors

Would you like to contribute to the Summer/Autumn 2024 edition of The Ed Stu?

If so, we would like to hear from you. Please contact Rosie Germain with your idea at germair@hope.ac.uk

All ideas welcome.

T: 0151 291 3947

E: germair@hope.ac.uk

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