FOUR PILLARS OF OUR WORK
TRANSFORM-iN EDUCATION: four pillars of our work
Four key pillars underpin our work on uncertainty in education:
We engage with a range of educational theorists and philosophers that help us to think what children and young people need from their education in order to address the many life challenges where there are no clear answers.
Our own research on uncertainty engages with formal and informal education contexts, with different ages of children and young people, both in the UK and in the Global South.
We also draw on the empirical work of many other researchers.
Our work responds to an international policy agenda emphasising the need for education that can respond to the types of 21st century challenges where solutions are as-yet-unknown.
TiE TEACHING PRACTICE
In our own university teaching practice, we open up spaces for our undergraduate and postgraduate students to engage with uncertainty.
We open spaces for our undergraduate and postgraduate students to engage with uncertainty.
Teaching in the School of Education and Social Work, we also explore with students how they might work with uncertainty in their own practice with children and young people in a range of formal and informal education contexts. You can read a student’s work on using a scrapbook to notice what ‘not knowing’ allows in an early years settings: here
This includes examples of engaging with sustainability uncertainty. Rebecca is supporting doctoral and masters researchers engaged in sustainability research with children. Perpetua co-convenes an interdisciplinary Forest Food Garden elective (which won the University of Sussex 'Teaching to Disrupt' award, 2020/21) - you can read a blog here about how uncertainty is integral to this course ; she is also a member of a team supporting Green United, a cross-school environmental education initiative in Lewes.
We also draw on our own practice experience of engaging with uncertainty before becoming academics. Rebecca was a schoolteacher and local authority adviser. Perpetua has researched and worked (and continues to do so) with staff in many organisations (including schools and informal education sectors) to amplify the voices and experiences of children and young people.
See our blog on a different purposes and models of education: Modelling transformative education.
See our theoretical paper on the role of schools for addressing climate change.