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Left out in geography lessons: let’s tackle the subject’s diversity problem

Blog Editor, IOE Digital18 February 2020

Hafsa Garcia and Alex Standish.

The outcry over Professor Danny Dorling’s suggestion that geography was for ‘posh’ but ‘dim’ students has furthered the discussion in the community about the lack of diversity within its student and teaching body. However, it is disingenuous to dismiss his claims as ‘entirely anecdotal and unsubstantiated’, as a group of colleagues has done in The THE.

The geography community has long been aware of its tendency to attract likeminded individuals from more wealthy families. Here, we share some research that looks at the reasons for this and how geography needs to change if it is going to become more inclusive.  

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Should prison officers be recruited to support behaviour in schools?

Blog Editor, IOE Digital19 October 2018

Amelia Roberts.
Last month The TES revealed that prison officers are being sought by recruitment agency Principal Resourcing to deal with ‘behaviour issues and disruptions’ in Leeds, Bradford, Harrogate and Wakefield.
The image this conjures up is rather unfortunate, and one can’t help but wonder what some prison officers would do without the customary tools of the trade, such as lockable cells, handcuffs, tasers and solitary confinement. As Mary Bousted, joint General Secretary of the National Education Union, says in the TES story: ‘…the set of skills you learn as a prison officer are not necessarily transferrable to schools.’ Moreover, there is an unspoken implication that these young people are unruly and incorrigible, incapable of being helped and merely prison fodder on a predetermined pathway to incarceration.
On the other hand, some prison officers could carry out the behaviour support role in schools with aplomb. Recent research looking at prison education found that:
‘Most prison educators felt that, in addition to achievement, it was important to be able to develop the learning skills and self-image of those they worked with. As one said: ‘I would like learners to gain self-confidence and work on release and be able to network … Teaching has to reach the whole person’.
Our whole school Knowledge Exchange programme: Supporting Wellbeing, Emotional Resilience and Learning (SWERL), takes (more…)