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.
We are interested in those who explore the purposes of education and the role of the teacher in a democracy, and the value of engaging with a diversity of knowledge and experiences. This draw directly on the works of Gert Biesta; Naomi Hodgson, Joris Vlieghe and Piortr Zamojski; Jacques Rancière; Ian Scoones and Andy Stirling, plus also many others who inform their work and our ongoing thinking, including Hannah Arendt, Melissa Nolas, Deborah Osberg, Patti Lather, Judith Butler, Karin Murris, Karen Barad, Robin Wall Kimmerer, Rebecca Solnitt.
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.
The work undertaken in the Global South informs what we do in the UK, and vice versa, creating an-going global iterative cycle of new thinking and practice ideas.
Our research explores how to:
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.
In our own university teaching practice, we open up 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
We draw on our own practice experience of engaging with uncertainty before becoming academics. Rebecca was a schoolteacher and local authority adviser. Perpetua researched and worked with staff in many organisations (including schools and informal education sectors) to amplify the voices and experiences of children and young people.