Our Research

Emerging from such a worldwide crisis will take time to truly digest. Over the coming months – perhaps years – we will be reacting to the situations we now find ourselves in: a world in debt like never before, with levels of fear like we’ve never experienced, a world where most countries’ resilience has been put to the test. Amongst all the noise, the tears, the pains, and the sleepless night, I urge us all to dig deep into our shared grief to resurrect the drive that the majority of us still have within our hearts. Let’s not suppress our pains: rather, let’s make them public and let’s talk about our shared hopes. Let’s reconnect to the very reason the majority of us became educators in the first place: a holistic view of what education and schools can do to make society a much better place than it is, one where, in the end, we don’t play eternal catch up and where we constantly firefight. Rather, a society where relationships are strong and where collaboration is such that the demands of our communities are heard and taken seriously. This view of the world […] is one which is possible even more so now than ever before.
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This is in no way a perfect document. Rather, it is a starting point aiming to get school communities talking and planning shared actions.
A key element of this community-centred approach is that it doesn’t provide one with answers or solutions. Rather, it focuses on establishing a set of conditions which enables people to share and co-construct plans which will move their organisation forward.
We suggest focusing on three key stakeholder groups – staff, parents and carers, and children/students – and we believe it’s important that ways are found to ensure those three groups don’t work in isolation. It should be a community approach.
We suggest adopting an equity-focused evaluation framework to assess the relevance, effectiveness, and sustainability of the actions agreed and put in place. Unicef’s ‘How to design and manage Equity-focused evaluations’ is a useful document to engage in such processes.
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In 1950, 84% of the electorate turned out to vote but only 65% did so in 2010. A survey of first-time voters carried out for Radio 1, just before the last election, reported that 30% did not believe their vote would count and 20% felt they did not know enough about politics to make a decision. Despite these comments, however, more than half claimed they would vote if they could do so online or using text messaging. And, from the 15.5 million votes cast during the last series of the X Factor, we know young people like voting.
So can politics be revitalised simply by installing better voting technology? My answer is ‘yes’ if politics is defined as – and limited to – voting for a government every five or so years but ‘no’ if it lives up to its true mission. Politics is about ‘people power’ and must surely encompass groups of citizens taking collective decisions on behalf of their society based on justice, equality, fairness, safety, sustainability and the need for cohesion. [Professor Peter Mortimore OBE, Director of the Institute of Education, Spring 2011]
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A ‘Citizen School’ is a school that explicitly creates a democratic culture through its role as a civic institution. This report makes the case for broadening the purpose of schools to include this fostering role, and for understanding that this may in fact enhance academic or vocational purposes. ‘Citizen Schools’ tend to share the following features:

  • Ensuring citizenship was an integral element of the school’s purpose: Citizenship, in some form, has been identified as crucial to the school’s vision and therefore success.
  • Creating a democratic and participative culture of citizenship: Processes of internal democracy have evolved whereby young people, teachers and community members participate in the life of the school.
  • Enabling learning through action: Citizenship has been taken beyond the classroom to achieve tangible changes in the community.
  • Connecting citizenship education to the school’s improvement strategy and work to raise overall educational standards: High-quality citizenship education supports a culture of raising standards.
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