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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 »
A deep dive into academia: Reflections from an undergraduate research assistant
By IOE Blog Editor, on 20 March 2024
Credit: Alex Wong.
20 March 2024
By Alex Wong, Social Sciences BSc
Looking back, completing my undergraduate journey at University College London (UCL) was a most unique and fulfilling experience despite, or perhaps in addition to, being one of the lucky few to start tertiary education during the pandemic. Of the many memorable experiences I have had, one definitely stuck with me. During the summer before my final year at UCL, I had the wonderful opportunity to deep dive into academia beyond my programme diet by interning as a Research Assistant (RA) under Dr Katie Gaddini.
Dr Gaddini taught one of my core course modules during my second undergraduate year. Throughout the term, dissecting what good research is and being exposed to the multitudes of methods that are used in qualitative research increasingly motivated me to explore how the research process would look like ‘on the ground’ – the complexities behind brainstorming, data collection, analysis and write-up that did not make it onto the pages.
Additionally, the political sociology classes I took further inspired me to explore some of Dr Gaddini’s publications on the intersections between religion and politics.
So, with a little courage, I reached out to her to share my interests in her research area as well as a rough idea: if I could take part in one of her current research activities. This marked the beginning of an exciting six-week journey.
Dr Gaddini very generously suggested that I could help with her ongoing research project as an RA. In our initial meeting, I learnt about the role I would play in her project, ‘The Politics of Religion.’ It was a steep yet highly rewarding learning curve, as I turned my attention to focus on how religion, specifically Evangelical Christianity, played a role in influencing people’s political beliefs in the United States. The experience was unforgettable, knowing that my contribution would work towards creating a more in-depth and nuanced understanding of the co-constitutive relationship between religion and politics globally. Being able to see in real time how the findings concur or challenge what I have previously discussed in my political sociology classes was an added bonus, further deepening my knowledge in the field during my internship.
Gathering student perspectives to direct university decisions on climate action and sustainability education
By IOE Blog Editor, on 2 January 2024
Credit: Hurca!, generated with AI / Adobe.
2 January 2024
By Batool Wajiha Zaidi, Arts and Sciences BASc.
Climate change is one of the most significant global challenges that humanity has ever had to face. Such a complex challenge requires a collective effort across all sectors of society to mitigate and adapt to the effects of climate change and protect the future of our planet. In particular, universities are uniquely situated to respond to the climate crisis through education and academic research.
Students are profoundly affected by university policies and have raised concerns as to the current education system’s ability to prepare them for the uncertainty of the future. Yet, their voice and impact is almost non-existent in climate change and sustainability education policy. Students have an insider perspective and are motivated to challenge the existing practices of an institution, as such; with proper engagement, they can make meaningful recommendations for sustainable futures in higher education.
In order to address the lack of engagement of students in policymaking for sustainability in higher education, we conducted a research project co-led by two undergraduate students to better understand students’ perceptions of climate change and sustainability education in universities and produce a collaborative policy brief.
Read the rest of this entry »
‘Psyched’ about education research
By IOE Blog Editor, on 21 December 2023
Image permission: Miriam McBreen.
21 December 2023
By Zahra Siddiqui, Psychology and Human Development MPhil/PhD
This year, our Department of Psychology and Human Development (PHD – yes, the department, not the title!) organised the Psyched in Education conference to showcase all our ongoing work and research. This celebratory event featured presentations from every level of our development, from Master’s students through to professors. It was a great day to spend time with the department, celebrating the remarkable research we’ve been conducting, and fostering a supportive environment for discussing our work together. I’ll be going through some of my personal highlights from the day – and all the new things I learnt from the department!
The day was divided into four topics: mental health and wellbeing; schools and education; literacy and numeracy; and disability. I’ll be giving an overview of some of my favourite pieces of work from each of the four sessions. Read the rest of this entry »
UCL’s wacky wonderland: A glimpse into UCL’s unusual festive traditions
By IOE Blog Editor, on 12 December 2023
Credit: IOE Marketing and Communications.
12 December 2023
By Navyasara Jaiswal, Education Studies BA
As the sun dips below the historic structure of UCL, a hushed anticipation blankets the iconic Portico. It’s that magical time of year when the campus comes alive with twinkling lights, the aroma and warmth of mulled wine filling the air. Arguably, the festive season only starts for members of the UCL community with the switching on of the Portico Christmas lights. Even with UCL’s diverse background, it is fascinating to see the sea of faces illuminated by the lights, celebrating the festive season united together for the beginning of the celebrations.
12 grapes
Credit: Navyasara Jaiswal.
For me, as someone with an Indian background, the festive season has never been the typical white Christmas that one usually sees in the media with a tree and presents. However, we still call Read the rest of this entry »
Global citizenship education in post-conflict Iraq
By IOE Blog Editor, on 25 October 2023
Michael in front of the spiral minaret of the Great Mosque of Samarra. Image permission: Michael Jones.
25 October 2023
By Michael Jones, Development Education and Global Learning MA*
*This programme has been renamed the Global Learning MA.
As an MA student in development education and global learning, my research journey formed a crucial part of my dissertation, which focused on the role of global citizenship education in post-conflict societies. I was drawn to the Iraqi context due to its unique challenges and the potential for education to contribute to peacebuilding and social cohesion, and due to my current position working at the American University of Iraq, Sulaymaniyah.
During my research journey, I had the opportunity to work closely with the ‘Iraqi Travellers Café’ (ITC) initiative, an inspiring organisation that was actively promoting aspects of global citizenship education through its workshops and events in the capital, Baghdad. I was fortunate to witness first-hand the dedication and passion of the ITC team, who were committed to creating transformative educational experiences for participants. The workshops provided a safe and inclusive space for individuals from Iraq’s diverse backgrounds, including the limited foreigners that live in the country, to come together, exchange ideas and engage in critical dialogue about global citizenship. Read the rest of this entry »
Black student experiences in London, 1950s to 1970s – would you like to be interviewed?
By IOE Blog Editor, on 11 October 2023
A group protesting in a rally organised by the West Indian Student Centre, May 1970. Courtesy of Black Cultural Archives, ref no: PHOTOS/173, photographer unknown.
11 October 2023
By Uduma Ogenyi, PhD student at SOAS/IOE.
When considering what it means to build solidarities, particularly in the context of discussions around ‘decolonising’ universities today, there is much to learn from lessons of the past. My research is funded by a Bloomsbury Studentship and explores the day-to-day experiences of Black students on university campuses from 1956-1981, with a focus on SOAS, UCL and IOE (then a separate college of the University of London). In this period students in London were active in a range of anti-imperialist and anti-racist struggles, including the Anti-Apartheid Movement and the fight against the National Front. At the same time, however, Black students faced isolation, loneliness, racism, and discrimination on campus.
Why do Black students’ day-to-day experiences of discrimination so rarely inform our writing of student histories? And what can these experiences tell us about the struggles students face today, especially in the context of institutional co-option of radical demands? Read the rest of this entry »
Navigating London’s pricey terrain: Student edition
By IOE Blog Editor, on 10 August 2023
Réka Oláh. Image permission: Réka Oláh.
10 August 2023
By Réka Oláh, Social Sciences BSc
When I envisioned my university years, I was well aware that they would not revolve around extravagant expenses, and that I would have to work to support myself. This made me a bit anxious, as university life often seems geared towards wealthier students who can afford things like lavish brunches, fancy bars or endless clubbing. But fear not! Even with limited funds, you can still have a fantastic experience in London, this truly wonderful and diverse city. Here’s how I made the most of my undergraduate years at IOE without breaking the bank:
Making money
While many (over)emphasise the importance of securing a summer internship for future career prospects, for some of us, a job is first and foremost a means to pay for our daily expenses. The good news is that there are numerous job opportunities available for students in London. Websites like Student Job UK are great for finding part-time work you can fit around your studies. What is, in my opinion, even smarter is regularly checking UCL Careers vacancies and subscribing to their newsletter for opportunities – trust me, it’s a total game-changer! Another invaluable resource is the UCL Job Shop website, where you can find several on-campus jobs with better pay compared to many external ones. Top tip: get involved with the Students’ Union or other university roles as soon as you can! Working in these roles can help you become part of an awesome community and unlock further job opportunities that often stay within these circles. Most of these jobs are on campus, making them super convenient to juggle alongside your studies. Plus, roles like Welcome Ambassador or Transition Mentor also allow you to immerse yourself more in UCL and/or your department.
