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.
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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. (more…)

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 (more…)

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? (more…)

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. 

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Image by Jason Ilagan for IOE

20 December 2022

By Amy Ellis, Music Education MA

The Music Education MA offers a varied view of music education, splitting two of its modules ‘The Disciplines of Music Education’, into three strands, one of which is Sociology. Over the course of term one we have covered many varying topics, including multiculturalism and gender, and a lecture about ‘Community Music’ led by guest lecturer Tim Palmer.

Tim Palmer is Head of Education at Trinity Laban Conservatoire of Music and Dance, with 25 years’ experience as an orchestral musician, a community musician, and in outreach work. His passion for community music is inspiring, and Tim describes music education as a tool for ‘communal change.’

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(Image source: BullRun via Adobe Stock).

Do you want to research topics that you are passionate about? Do you want to be a better leader?

Perhaps the Laidlaw Undergraduate Research and Leadership Scholarship is for you!

26 October 2022

By Princess Emeanuwa, Education Studies BA, Laidlaw Scholar 2022-23

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

It is pretty unusual to have the opportunity to work with researchers and experts in their field as a first-year undergraduate; therefore, the Laidlaw Scholarship programme is exceptional. What I have enjoyed so far is not only undertaking a research project (which I will talk about later) but also improving my leadership skills and personal development. Over the course of the scholarship, research projects are completed in the first summer over 6 weeks, and in the second, a Leadership-in-Action experience takes place in challenging environments.

Before I tell you about my experience as a first-year Laidlaw scholar, I want you to know that it’s okay if you are unsure whether you’re a fit for the programme because initially, I wasn’t even planning to apply. I only considered it because Gemma Gronland, who was my incredible tutor and Module lead for Education in an Age of Globalisation, encouraged me to check it out. I  looked at the research project titles, and when I saw the ASPIRES project and their passion for social justice, I was convinced to apply. And here is my first lesson, have an open mind. An open mind, for me, is the precursor to taking risks that could pay off in the end. After all, I had I not been open to Gemma’s suggestion; I would never have got the opportunity to work with the awesome ASPIRES team.

Now about my experience on the programme:

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(Image source: Faceless via Adobe Stock).

10 August 2022

By Alex Wong, Social Sciences BSc

Starting my university journey in the middle of a global pandemic was not what I had in mind as I touched down (on a mostly empty flight) at Heathrow. I had never felt more out of sync in my life, lugging around my suitcases like a lifeline. The sharp contrast between reality and my ideal university life only served to magnify what I felt was missing from this new chapter – meeting new people, exploring a foreign place, while immersing myself in an academically rigorous program. Instead, the year passed by in a blur of lockdowns, zoom classes and monotony. One thing I did learn is that it is difficult to feel upbeat when the sun sets at 4pm as you’re watching from your window waiting for a takeout.

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13 August 2020

By Rebecca Appleby

It is a steep learning curve for everyone when lessons move so abruptly to the virtual world. It took my year 12s longer than you might think to realise that I, another person on a video call, could see them texting each other, even though you would think they would do me the courtesy of trying to be subtle. It also took my year 10s at least three lessons to realise that the trick of joining a call, turning your video off, and then going back to sleep doesn’t work so well when you forget to leave the call at the end of the lesson. I see it as reassuring, however, that my students adapted so well to online teaching that they behaved in their normal, creatively disruptive ways.

We are taught during our PGCE year that our skills in thinking on our feet when a lesson does not go according to plan will be honed throughout the years, but not all years contain the challenges that 2020 has brought. This year has been a masterclass in adaptability; teachers and students all over the country have had to adjust to the school closures, making use of technology, and working to keep young people engaged in their education despite cancelled exams. As trainees, we had to adapt to our placements abruptly ending, and the disparities in subsequent training and department involvement.

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The Assumption University campus was the most beautiful I’ve ever seen. Pictured is the lake and pagoda surrounded by the lush greenery of campus, glistening under the afternoon sun.

4 June 2020

By Basak Su Aray.

Basak is a second year Social Sciences BSc student at the IOE and a committee member of UCL Debating Society.

It was the first weekend of November, and under the fluorescent lights sat ten or so of us, some scribbling last-minute notes while others studied the panel of adjudicators who were about to assess our performance. The trial for the 2020 World Universities Debating Championship was short yet intense, consisting of a single round of debating. By the end of the afternoon the judges had made their picks. Hearing my name called out amongst three others to represent UCL at the tournament was a moment of shock and joy I will never forget.

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