X Close

IOE Student Blog

Home

A blog on life at IOE and education affairs written for students by students.

Menu

Gathering student perspectives to direct university decisions on climate action and sustainability education

By IOE Blog Editor, on 2 January 2024

AI-generated illustration of hands holding planet Earth surrounded by planets and plants.

Credit: Hurca!, generated with AI / Adobe.

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

People walking around and looking at research posters during the conference. Image permission: Miriam McBreen.

Image permission: Miriam McBreen.

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

A Christmas tree lit up with lights. The UCL Portico is lit up in green behind it.

Credit: IOE Marketing and Communications.

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

Fires lick over a barbecue.

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

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.

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.

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

Reka with nature on a grassy hillside. There is an ocean on the right side below. Image permission: Reka Olah.

Réka Oláh. Image permission: Réka Oláh.

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. 

Read the rest of this entry »

When a girl makes a choice…

By IOE Blog Editor, on 27 July 2023

The opening page of the gamebook. The title reads 'A girl's life journey in one day'. A set of multicoloured stairs rise towards the top of the image. A young girl runs up them. Image permission: Wendy Wen, Yifan Chen, Yiwei Lu and Yiping Tang

The title page of the gamebook. Image permission: Wendy Wen, Yifan Chen, Yiwei Lu and Yiping Tang.

By Wendy Wen, Yifan Chen, Yiwei Lu and Yiping Tang, Education Studies BA

*From the 2024/2025 academic year onwards, the Education Studies BA has been renamed the Education, Society and Culture BA.


As part of our assessment in one second-year Education Studies BA module (EDPS0253: Children in Society: Anthropological, Historical and Sociological Perspectives), we created a gamebook. We were given the opportunity to produce engaging materials to show children an underrepresented aspect of their lives.

In the module, we learnt to challenge assumptions about childhood based on our own historically-situated and culturally-constituted ideologies, and we truly got to see how childhoods are wrongly universalised – not from a bird’s eye view – but from a perspective that constructs childhood ‘from below’. Such spirit inspired us to make this gamebook, which explores underrepresented gendered aspects of children’s lives.

Have you ever noticed that girls are often restrictedly described as ‘quiet’ and ‘obedient’, or have you ever had a strange feeling when someone says, ‘girls are just like that’? Do you recall from childhood that your parents made decisions for you without consultation beforehand? Our gamebook about a girl’s experience may lead you to think about these questions and the essence of a girl’s decision.

Read the rest of this entry »

Intercultural studies’ role in the quest for a place to belong

By IOE Blog Editor, on 6 July 2023

A photo of Aziz in front of Tower Bridge. Image permission: Aziz bin Arsyad.

A photo of Aziz. Image permission: Aziz Bin Arsyad.

by Abdul Aziz Bin Arsyad (MPhil/PhD candidate)

When Professor Jeff Bezemer (Head of IOE’s Department of Culture, Communication and Media) delivered his welcome speech at an event marking the revival of the International Centre of Intercultural Studies (ICIS), he posed a straightforward yet significant question: “why do we still need a research centre that looks into intercultural studies?”

To respond to the question with a single answer would be reductive. But during the event on 8 March 2023, distinguished and experienced speakers from various fields of intercultural studies shared their insights. From a translation and dubbing project with Netflix to redefining intercultural competence for neurodiverse individuals, and poetry writing with refugees, a common thread ran through each presentation: a quest for a place to belong.

Intercultural studies and belonging

In his presentation, Professor Adam Komisarof asked the audience to think about the place of belonging in an intercultural world. For him, belonging is ‘personal involvement in a system or environment so that persons feel themselves to be an integral part of that system or environment’. Yet the question remains: how do intercultural studies help people find a place to belong?

One way to achieve it, as was evident in the inspiring work presented by intercultural studies scholars during the event, was the unyielding pursuit to redefine our places of belonging and the ongoing process of reimagining the role of culture in society, education and communication. This includes reconceptualising the notion of culture, language and learning, rethinking communication beyond human-human interaction and understanding the place of languages in fostering one’s sense of identity and belonging. Read the rest of this entry »

‘What are the Social Sciences?’: Exploring something new from an interdisciplinary perspective

By IOE Blog Editor, on 29 June 2023

Students listening to a presentation inside a classroom. Image credit: Mat Wright for UCL IOE.

Image credit: Mat Wright for UCL IOE.

By Ziqi Huang, Social Sciences BSc (class of 2023)

The Social Sciences BSc programme appeared as something similar to Sociology three years ago, when I was applying for my undergraduate study. It was a while after I began my study at IOE when it occurred to me that this title often seems strange to others. As I was discussing my future plans with a senior student one day, she commented in surprise, ‘You study Social Sciences? What programme is that?’ 

I tried to explain that it was close to Sociology. ‘But it is not Sociology, right? It sounds like your modules include a lot more than Sociology, and it’s a bit… confusing.’ 

She was not wrong. As Social Sciences BSc students, we had the opportunity to choose from a variety of modules that wouldn’t appear in a Sociology programme. I learned Psychology, Social Psychology, Anthropology, game theories, and even a bit of Criminology. It would be difficult for a Social Sciences student to summarise what they have learned over the years in one word. Surely, some see it as a disadvantage, as it feels like the programme has no clear focus and is therefore, ‘confusing’. 

At the time, I felt more or less disturbed by this idea – that my programme was too broad and not focused enough. The turning point emerged this year, as I started to work on my undergraduate dissertation. Read the rest of this entry »

Fear and amazement: Writing a queer history dissertation

By IOE Blog Editor, on 23 June 2023

Molly giving a tour in Bloomsbury. Image permission: Molly Edwards.

Molly giving a tour. Image permission: Molly Edwards.

By Molly Edwards, Education Studies BA

*From the 2024/2025 academic year onwards, the Education Studies BA has been renamed the Education, Society and Culture BA.

I realised over the past year that a lot of my academic outputs have involved me holding my breath, either out of amazement or fear. In the two blog posts I wrote for the UCL Student’s Union last September, I reflected on my Education, Practice and Society Research Fellowship, which involved researching the queer history of UCL under the supervision of Professor Georgina Brewis as a small part of her Generation UCL project. In my first post, I discussed my amazement of the UCL Special Collections archive. In my second post, I noted my fears of sharing my queer history tour of UCL with historians.

After my experience with the archives and my plea to others to research them further to create a more comprehensive queer history, I was drawn to write my dissertation on UCL’s queer history. This is not because I was fully confident in my abilities (hence my prior plea), but because I know the importance of this history from my personal experience. While writing the rationale for this, I realised that others felt the importance of this history in creating community and belonging. However, I was still worried that I would not be able to accurately represent the history, even after I had narrowed the time frame down to the 1970s. An added pressure was that I also decided to include the history of LSE, so my topic became, ‘Queer student political and social organization at University College London and London School of Economics from 1970 to 1979.’ I found the only way to resolve my worries about representation was to draw on the lessons of established queer scholars and continually question my motives for writing this history. I had to do this before I could begin to accept that I could be the right person to approach my topic. Read the rest of this entry »