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Citizenship education and climate injustice: Can schools bear the weight of a warming world?
By IOE Blog Editor, on 16 September 2025
Credit: Pahis via Adobe Stock.
16 September 2025
By Jaren Yeung, Citizenship PGCE
Reflections from a Citizenship student teacher
‘We must do something about the environment because we all live in this world!’ has been echoing along school halls ad nauseam since even my time as a student. At this point, sustainability is something we all know about, but few actually care. The UK Department for Education aims to become a leader in sustainability and climate education, and it has made a commitment for both teachers and students across multiple disciplines in the primary, secondary and tertiary level to bolster educational opportunities for sustainability. Yes, we have positioned our educational institutions as one of the chief interlocutors in climate justice but only symbolically. Over 80 thousand tonnes of food waste are produced by the education sector annually. Roughly 20% of a school’s energy is wasted, with the percentage rising to 30% on holidays and weekends. Paper, water and plastics are also wasted, producing more annual waste than a household does throughout its entire lifetime. How can we expect our students to care about sustainability if the institution teaching them to be sustainable is not?
Yet in the classroom, we are told the four Rs: reduce, reuse, recycle and repair. And while doing your part helps, a realisation creeps in: that your contribution to the cause, if not practiced by most, will not stop the threat of climate change and global warming, so why bother? If individual action does so little, it is much easier to be defeatist about the whole planet dying fiasco. In reality much of the onus is really on the government, corporations, and institutional leaders on top of our market hierarchy to follow those four Rs. They have the highest ability to change things around but ironically profit the most from climate change while being the least affected by its consequences. A double injustice we call that. And so, as citizens, as teachers and as students, we actually have a lot that we can do.
Citizenship is the subject of people and our relationship with each other in society. Officially becoming a part of the national curriculum in 2002, Citizenship began with the UK government recognising that its brand of democracy is fragile, dependent on a well-educated population with strong values for the betterment of their community (difficult thing to come by nowadays). Hence, the subject was the government’s solution to safeguarding a healthy community underpinned by shared values. At its core, it is the subject of social cohesion and development. Admittedly I hadn’t heard much about Citizenship before applying for the PGCE. My education career has been international from the start, so I was cautious with how the UK’s form of citizenship education reconciles itself within the context of its country—colonial past, liberalism, difficulties with multiculturalism and all. Turns out there is room for a global citizenship, especially evident for global issues such as climate change, and the academic and public discourses for citizenship education reflect that. Citizenship is key to equipping young people with the proactive attitude and the legal, political and media literacy to tackle the climate crisis through informed action.
Decolonising geography: How studying at IOE supported my PhD journey
By IOE Blog Editor, on 19 August 2025
Image permission: Charlotte Milner.
19 August 2025
By Charlotte Milner, Social Justice and Education MA and Geography PGCE alumna
My journey in the field of education all started at the UCL Institute of Education (IOE) six years ago, where I studied for my PGCE in Secondary Geography. Engaging in intellectual discussions around curriculum and pedagogy, the philosophies of education, and the social constructions of knowledge, and then putting these ideas into practice in the classroom was a unique and exciting experience – I knew I wanted to take it further. I returned to complete my MA in Social Justice and Education part-time while teaching. Throughout this, I developed my specialism in decolonising geography, which I have engaged with in numerous ways.
But what does ‘decolonising’ geography mean? Recognising that there are different definitions and approaches to decolonial work, decolonising geographical knowledge and pedagogy varies from increasing and improving representation within case studies in diverse classroom contexts, to introducing children to varying worldviews when learning about geographical contexts, and much more. Through studying at IOE from my beginnings as a trainee teacher to MA graduate, my work in this area has continued to evolve and develop, and I am now looking at how geography can support children to imagine alternative futures through learning about coloniality and systemic racism and, crucially, resistance to these structures. I am embarking on a new adventure to study for a PhD in Educational Studies at the University of British Columbia (UBC), Canada, to explore this further.
Studying at IOE was crucial to developing my praxis and, ultimately, securing my place at UBC. Through completing the Wider Education Studies assignment for my PGCE, I had the academic freedom to explore any issue pertaining to ‘inclusion’ in geography. This is where I chose to explore the whiteness of geography and its impacts on global majority learners in London. I conducted interviews with global majority teachers to gain insight into their experiences of geography, and developed a set of classroom interventions for teachers to tackle the whiteness of geography. Developing my specialism, and embedding this in my practice as a teacher from the start, has opened doors to many opportunities. Read the rest of this entry »
On career trajectories and practice-based research in arts education: Art Education, Culture and Practice MA
By IOE Blog Editor, on 5 August 2025
5 August 2025
The Art Education, Culture and Practice MA examines the relationship between art practice, culture and pedagogy and enables students to develop innovative approaches to educational research across sites for education, such as art colleges, schools, galleries and alternative or DIY spaces for art education.
Three alumni of the programme reflect on the MA’s impact on their career trajectories.
Discover the archive of our alumni’s research and practice.
Reflecting on Britishness and colonial legacies
By Melise Djemal, Art Education, Culture and Practice MA alumna and Education Manager at The UK Crafts Council
Melise Djemal in the Art and Design Studio.
After many years working as a primary school teacher in various London schools, I wanted to critically explore the intersection of art, education, and culture, and the important ways they inform one another.
Sediments, Melise Djemal, 2023.
The MA Art Education, Culture and Practice was perfect for this. It gave me the theoretical framework and practical tools to reflect on and challenge traditional models of schooling I had experienced. Studying the MA part-time also allowed me to embed what I was learning in real time, and I particularly appreciated how each module informed and deepened my understanding of research.
Now What, Melise Djemal, 2023.
My dissertation research was pivotal in both shaping my academic development and my career direction. I used a practice-based research methodology to explore how schools shape identity, promote particular ideas of Britishness, and reflect ongoing colonial legacies. Through subsequent studio practice using printmaking and collage, incorporating family photographs and personal documents, I presented a range of personal and cultural references that have shaped my identity as a multicultural child raised in England, analysing the intersecting and sometimes conflicting narratives of British identity.
This research made me increasingly curious of the ways in which making, education, and cultural institutions can embed anti-racist and anti-elitist practices to challenge dominant legacies. This curiosity, and the desire to make meaningful change in education and the arts, led me to my new role as the Education Manager at the Crafts Council.
Lost everything but hope, Melise Djemal, 2023.
At the Crafts Council, I lead on ‘Craft School’, a nationwide challenge for learners from EYFS, primary, and secondary schools. The programme supports educators to embed craft and making into the curriculum with confidence and promotes possible career paths for everyone in the arts. For every iteration of Craft School, I work alongside ‘Maker Champions’ to develop a brief that enables learners to respond through hands-on exploration, using our learner-centred pedagogy, ‘Make First’. I support the development and delivery of the programme by producing practical toolkits for educators, delivering CPD sessions, and chairing forums that bring educators together to share insights, their practices and shape the future of craft education.
Key concepts and experiences from my time on the MA continue to shape my thinking and practice. The course also connected me with a wider network of artists, educators, and cultural practitioners, relationships that have informed both my professional path and personal practice. Without the critical research and practical exploration, I developed on the MA, I wouldn’t have had the tools or confidence to lead national programmes like Craft School.
The MA has been instrumental in shaping my evolving journey as an educator and cultural worker, helping me stay grounded in critical reflection and collaborative practice. Read the rest of this entry »
Being queer at UCL
By IOE Blog Editor, on 24 July 2025
Credit: Syda Productions via Adobe Stock.
24 July 2025
By Anna Duncan, Education Studies BA*
*From the 2024/2025 academic year onwards, this degree has been renamed the Education, Society and Culture BA.
When I was invited to write about being queer at university, I initially felt that it would be difficult to think of any notable experiences specific to being queer as a student at the UCL Institute of Education (IOE, my faculty at UCL). However, through reflection and discussion with other LGBTQ+ students, I have brought together a description of some individual and shared experiences and how they feel. I will mention a lack of coverage, alongside the welcoming attitude of the queer community, particularly the students, as well as queer activities I know of, or have participated in.
My hesitation in being able to think of anything likely comes from what I would consider to be underrepresentation or lack of discussion around queer topics. It wasn’t until discovering the IOE LGBTQ+ Advisory Group (ILAG) that I even began thinking about how the IOE might impact our experience as queer students. Queer topics such as sexuality and gender (relating to being transgender or non-binary) were usually not covered in detail, with lecturers preferring to focus on race, class and gender (relating to gaps between females and males). The students I spoke with agreed on this. Zainah, an undergraduate student at the IOE, added that the little representation that was discussed was “quite supportive of non-heteronormative ideas […] but it’s not covered enough”.
Within my own experience, the teaching staff have rarely prompted discussions about queer topics but have always been encouraging when these topics are brought up by students. Therefore, I don’t feel uncomfortable talking about being queer or discussing LGBTQ+ topics around the staff that I have been taught by. I would however appreciate if they were to start such conversations themselves.
My journey to becoming a feminist: From observations to understanding
By IOE Blog Editor, on 15 July 2025
Permission from Wendy Wen.
15 July 2025
by Yi (Wendy) Wen, Higher Education Studies MA and Education Studies BA* alumna
*From the 2024/2025 academic year onwards, this degree has been renamed the Education, Society and Culture BA
From the beginning: Feminism and gender equality
As a Chinese international student, I began my academic journey, majoring in BA Education Studies at University College London (UCL). Before entering the UK environment, I never thought about feminism or gender – which seemed nearly apart from my life. I thought, ‘Feminism is a terrible thing, and everyone considers diversity and inclusion. Can paying too much attention to women and labelling us as a marginalised group really make society equal?’
In China, knowledge about feminism and gender is primarily acquired through social media and the internet, reflecting the digital age and the fourth wave of digital feminism. On Chinese social media, feminists from varying ideologies are usually stigmatised and called ‘fists’ or ‘fist-ism’. In Mandarin, the pronunciation of feminism and fist is the same –‘quán’. Ironically, we all knew it first served as an essential symbol in communist ideologies, and China is still under this type of ideology.
When I was young, I started to explore knowledge of gender and feminism, which can be considered sensitive content that ruins students in the Chinese academic environment. That is the reason why I, and other Chinese people, learn about feminism online. During my undergraduate study, I collaborated with three other Chinese feminists to write a blog designed for all Chinese students to understand the current situation toward female students.
After creating this blog, we four established a feminist WeChat group community called Chestnut. A chestnut is encased in a spiky, thorny burr. This outer shell symbolises the resilience and protective strength that is often necessary when navigating challenging conversations around gender and feminism, especially in contexts where these topics are deemed ‘sensitive.’ It represents our community as a safe and brave space, offering protection and solidarity, allowing us to explore and express ourselves without fear.
From one spoon to many: How community spaces restore what capitalism takes
By IOE Blog Editor, on 17 June 2025
17 June 2025
By Gayathri Kumar Rajeev Mullath, Education, Gender and International Development MA
On 5 March 2025, Master’s students on the module Feminist Approaches to Knowledge and Pedagogy and Gender, Sexuality and Education were joined by undergraduate students on the module Gender, Sexualities and Feminisms in Everyday Lives for a visit to The Feminist Library in Peckham, South London.
Dr Hanna Retallack and Dr Sara Bragg were joined by a group of students to visit the collection of feminist materials and literature, and for a ‘zine making’ workshop.
I recently came across the Spoon Theory, which is often used to explain the experience of living with chronic illnesses or conditions. The theory uses “spoons” as a metaphor for units of energy. It’s a helpful way to visualise and communicate the limited capacity disabled or chronically ill people have for handling daily tasks, and it highlights the importance of prioritising and conserving energy.
It was on a one-spoon day that The Feminist Library trip had been scheduled. Contrary to my expectations, I had woken up with no energy or tolerance for inconveniences. I decided to not go alone but to meet the team at IOE, grab a sandwich, and travel with them so that I wouldn’t have to worry about navigating alone and could rely on the safety of being in a group.
The Spoon Theory. Credit: Burning Nights CRPS.
I’ve come to realise that there’s something about community that a city like London often lacks. The kind of community where someone notices when you’re crouching or frowning and pops around to check on you, where someone understands when you just need a bit of rest, and where someone gives you a gentle nudge to do the right thing on a tough day. This “someone” isn’t always the same person, it could be anyone within a network of care. But this is something that spaces built on independence and individuality as liberation often miss out on. The West is rooted in ideals of individualism and independence, framing them as freedom, which stands in stark contrast to the values of interconnectedness found in many communities across the globe. Capitalism, in particular, thrives on this hyper-independence, using it to fuel consumerism, sell products, and often prey on people’s insecurities. Read the rest of this entry »
Towards inclusive futures through trans-inclusive education
By IOE Blog Editor, on 11 February 2025
Credit: Brad Pict via Adobe Stock.
11 February 2025
By Aria Zhang, Education Studies BA*
*From the 2024/2025 academic year onwards, this degree has been renamed the Education, Society and Culture BA.
Aria Zhang reflects on the Trans-inclusivity seminar series from her perspectives as a student facilitator and as a queer feminist at IOE.
Trans inclusivity in academia is a crucial aspect of creating equitable and supportive environments for all individuals. Given the pervasive and often damaging media coverage of trans individuals in recent years, the need for trans inclusivity in academic settings is pressing.
The Trans-inclusivity Seminar Series, which ran from February to June 2024, exemplifies this commitment to fostering a culture of acceptance and understanding. At its core, the series aimed to showcase the most dynamic, insightful, and forward-thinking perspectives in academia, standing as a testament to the intellectual rigor and transformative potential of transgender and trans feminist studies.
Our homes, our voices: Community action for better housing
By IOE Blog Editor, on 6 August 2024
Students and community leaders across London primary schools and UCL campaigning for housing action. Credits: Rui Zhang.
6 August 2024
By Sophie Ho, Education Studies BA*
*From the 2024/2025 academic year onwards, this degree has been renamed the Education, Society and Culture BA.
Hermit crabs, 39 UCL students, a professor, eight London schools, and a national community organising group—what connects them all? A shared commitment to community action for change. As one of the fortunate students on the Educating and Organising for Social Justice module, I had the incredible opportunity to embark on a transformative journey that fundamentally reshaped my understanding of education, social justice, and the power of collective action.
What makes the Educating and Organising for Social Justice module so unique is how seamlessly it integrates different components across two terms. Over the first ten weeks, we engaged in fascinating lectures and interactive seminars, delving into the theories and history of educating for change and community organising. This foundation laid the groundwork for the second part of the module–the community organising placement in collaboration with Citizens UK. In teams of five, we brainstormed, designed, and ran a series of workshops in specific schools, culminating in a final action. This hands-on experience allowed me to witness firsthand how theory can bridge into practice, highlighting the importance of educating oneself before educating others.
This year, the module focused on the pressing issue of the housing crisis, aligning with the London mayoral election. This is a part of Citizens UK’s national Housing and Homelessness campaign, which calls on the UK Government to make change on three key demands:
- End child homelessness.
- Unlock the potential for more affordable housing across the UK.
- Publish a national home upgrade strategy to make existing homes safe, healthy and energy-sufficient. [1]
Too many Londoners live in mouldy, damp, and overcrowded homes despite rising rent prices. With at least 168,000 children in the UK living in temporary accommodation, and 1.3 million households in England on waitlists for social housing [2], it is clear that housing instability is a significant issue currently facing millions of people up and down the country. The magnitude of the housing crisis became clear as we learned about the dire conditions faced by many students we worked with, including mold, dampness, overcrowding, and the alarming number of children in temporary accommodation.
Improving the representation of the queer community through languages teaching in London
By IOE Blog Editor, on 13 June 2024
Image permission: Hugo Jasniak.
13 June 2024
By Hugo Jasniak, Languages PGCE
Hi everyone! My name is Hugo Jasniak. I am French, currently studying at UCL IOE and about to finish my teacher training to become a teacher of French and Spanish in London from September onwards.
As most of you will know, June marks Pride month, meaning it’s time for the LGBTQIA+ community to shine. I really wanted to convey how important this month is to me, even though I personally believe that representation of the community should be ongoing throughout the year, and not only for a month or during a one-off event when Pride happens.
As I am finishing my degree in teacher training at IOE, I wanted to convey how my passion for the fight towards greater representation for the queer community is reflected in my own studies and professional values at school as a gay man.
To start with, my main focus throughout the year has been around inclusive teaching. Indeed, how do I make sure that as a teacher, everyone and every student’s profile is represented and feels valued within my classroom? No matter their sexuality, social status or race, I really wanted all of my students to feel welcomed and safe, free to express themselves in ways that are respectful and cheerful. This doesn’t have to be an effort for teachers to make – rather, it should be natural. How can we expect every student to achieve their maximum potential if they don’t feel safe being who they are?
Creating space for Black voices at UCL: A student (and now alumni) perspective
By IOE Blog Editor, on 18 April 2024
Credit: Drazen via Adobe Stock.
18 April 2024
By Olivia Amponsa-Gyasi and Kelly Cummins, Child Development MSc
Since our original conversation in 2022, we recognise that departments at IOE have invited non-white guest speakers to talk or promote their work and have done more to champion inclusion within the university.
It started with an assignment…
Kelly:
Being from a minority background within academic spaces is something you quickly become hyper-aware of, knowing that the way you navigate the space will be different and often more challenging. Exploring these experiences has always been something I was interested in so when I had the opportunity to choose my topic for a Master’s assignment, I knew exactly what to do.
I interviewed Olivia about her experiences as a Black Master’s student at UCL. The importance of this topic became even more apparent after researching systemic racism within higher education institutions and particularly data surrounding Black, Asian and Minority Ethnic (BAME) students’ progression, or lack thereof, within higher education. The statistics were both Read the rest of this entry »
