8 December 2022

By Emma Wisby

This is the last in a series of 12 blogs exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

It is important for an organization to have a sense of its history, to take opportunities to reflect on that journey as well as celebrate its contributions and achievements. That is what we have been doing this year at IOE, as it marks its 120^th anniversary. It has been an opportunity to recognize the many individuals and organizations that have been a vital part of IOE’s impact. Central to this has been the IOE at 120 blog series, which in this piece we draw together and bring to the present day.

As the series has conveyed, organizationally IOE has taken many different forms:

• from elementary teacher training college for London with just 58 students,
• to the Area Training Organization for London, overseeing some 30 teacher education colleges,
• and back to a single entity; from one of England’s esteemed ‘mono-technics’ or ‘specialist institutions’, alongside the likes of the London School of Hygiene and Tropical Medicine and Royal College of Art,
• to a world-leading faculty within UCL.

In parallel, we see IOE’s influence on the field of education studies and then, over more recent decades, related areas of social science and the arts (more…)

29 November 2022

By David Godfrey

This blog is the 11th in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

IOE’s influence grew during the first decade of the twenty-first century, under the directorship of Professor Geoff Whitty (2000-10). The Institute was well-placed to benefit from the ruling New Labour government’s (1997-2010) interest in education. Ministers supported the need for educational research to inform policy and practice and relationships with policy-makers were actively cultivated. While relations with the Coalition Government (2010-15) were less smooth, the Institute sustained good levels of funding and activity.

IOE also expanded on the world stage during this period, as the post-Cold War impetus for globalisation and collaboration took hold. The Institute fared well in newly-developed national and international league tables. ‘In both research and teaching, the Institute gained prestige from these metrics and established many new research centres that responded to the renewed (more…)

A selection of birthday cards sent to members of the 1958 and 1970 British birth cohort studies in the 1990s.

26 October 2022

By Meghan Rainsberry

This blog is the 10th in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

The 1990s was a decade in history when two great pillars of British social science came together – IOE, and the British birth cohort studies.

Following generations of Britons from cradle to grave, birth cohort studies have been a unique feature of medical and social science in Britain since the original birth cohort study was established in 1946. It was a first for Britain, and the world.

Today, the successors of the 1946 cohort are all housed together at the IOE’s Centre for Longitudinal Studies: the 1958 National Child Development Study, the 1970 British Cohort Study and the Millennium Cohort Study. The original 1946 cohort is not far away, just a few doors down at the MRC Unit for Lifelong Health and Ageing at UCL.

You’ll often hear the studies referred to as the ‘jewels in the crown’ of British social science. But if you wind the clock back to the 1980s, they were (more…)

Newsam Library. Credit: Matt Clayton.

30 September 2022

By Peter Mortimore

This blog is the ninth in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

During the 1980s, Margaret Thatcher’s Government sought to wean education away from anything tinged with progressivism to something more in tune with the Conservative Party’s traditions. In London, this meant mounting an attack on the two dominant and interactive players: the University of London’s Institute of Education (as it was known then) and the Inner London Education Authority (ILEA). By the end of the decade only one would have survived.

IOE, founded in 1902, had increased in size and reputation, as readers of the earlier blogs will know, and, by the beginning of the decade, was the largest university establishment dedicated to education in the country. In 1983 Denis Lawton was appointed Director. An ILEA teacher, he had come to the Institute in 1963 as a research officer for Basil Bernstein and his Institute career had developed over the years. He became a professor in 1974 and the deputy director in 1978.

Like all universities, IOE had suffered cutbacks in funding due to the oil price shocks of the 1970s. Several London University institutions had merged in order to (more…)

Basil Bernstein, Professor of the Sociology of Education, 1967-90; Karl Mannheim Chair of Sociology of Education, 1983-90.

17 August 2022

By Michael Young

This blog is the eighth in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

The 1970s was a period of change and excitement but ultimate disappointment for sociologists of education. Internal divisions within the field and external political developments would change the discipline irrevocably. This meant that the work of IOE’s most eminent scholar, Basil Bernstein, would only later enjoy the influence it deserved.

In 1965 Basil Bernstein was promoted to be the first Professor of the Sociology of Education at IOE, and those of us who subsequently joined his department hoped that his highly original research on social class and language codes might be the basis for how the discipline would develop. However, for all its theoretical sophistication, his early work on language became, at best, an outrider to the peculiarly English obsession with the educability of working-class children and its correlation with their persistent low attainment at school. Despite Bernstein’s own powerful (more…)

Progressive educational ideas and practice were highly influential : ‘child-centred’ primary classroom in the 1960s

28 July 2022

By Judith Suissa

This blog is the seventh in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

John Dewey argued that philosophy could be understood as “the general theory of education”, and philosophy has always played a central role in teaching and research at IOE. Indeed, IOE is regarded as one of the leading centres for Philosophy of Education in the world.

The decade from 1962-1971 is often regarded as the heyday of British philosophy of education, when what came to be known as ‘the London school’ was crystalised at IOE. This was a period when teacher training courses included lectures and seminars in the ‘foundation disciplines’ of (more…)

Beryl Gilroy at Beckford primary school in north London in 1971. Photograph: Beryl Gilroy Estate

24 June 2022

By Elaine Unterhalter

This blog is the sixth in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

Many historical strands weave through the 1950s, but the end of Empire and grappling with what colonial education and decolonisation entailed were key themes at IOE.

Understanding the 1950s at IOE requires trying to bring together two threads: inclusive education for modernising societies and the relationships of colonialism, built on economic and political dispossession associated with slavery, land seizure, economic exploitation, racial discrimination and cultural hierarchy.

The involvement of IOE with Britain’s colonial projects stretches back to the 1920s. A Colonial Department was formally established in 1927, aiming to train teachers and support education policy work for the Colonial Office. In 1952, as part of a series of lectures organised to mark the Golden Jubilee anniversary of IOE, Sir Christopher Cox, educational adviser to the Colonial Office, delivered a lecture celebrating the ‘increasing importance’ of (more…)

THE NEW BOY Mr RA Butler: “It may not seem very easy at first but you’ll soon settle down.”

This blog is the fifth in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

By Gary McCulloch on 18 May 2022

The decade from 1942 to 1952 went from some of the most difficult and dangerous days of the Second World War, to the stirring of hopes that an educative society could be created in which educational values underpinned the reconstruction of society.

For the IOE it might be called Fred Clarke’s decade. When he died in January 1952, 70 years ago, Professor A.V. Judges at King’s College London, could recall him as ‘the doyen of pedagogic leaders in his own country… a reformer through and through’. To former students like the historian Brian Simon, he was ‘the leading educational statesman in Britain’.

It was Clarke who presided over the early development of the Institute of Education under its new title at the University of London as its director from 1936 to 1945, through the challenges of the war years when the IOE had to be evacuated from London to a temporary home in Nottingham.

Clarke was acutely aware of the social class inequalities on which English education had been based.  He was also concerned to help to promote a new social philosophy that would be ‘in harmony with that which inspires a generous education’. He (more…)

This blog is the fourth in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

By Gary McCulloch on 26 April 2022

1932… hardly the best of times to create a new Institute of Education in London. Certainly, it was an age when there were many brave and even utopian schemes coming to the fore in the world of education. The 1920s and 1930s saw progressive ideals becoming manifest, for example, in A.S. Neill’s Summerhill school, with its ideals of freedom for children; Bertrand and Dora Russell’s Beacon Hill school, with its radical ideals about child-rearing; and the civic philosophy of Kurt Hahn’s Gordonstoun. The New Education Fellowship was founded in 1921, inspired by the mystic Beatrice Ensor, and continued for the next two decades to generate international conferences on lofty themes and the journal The New Era, while the threats of fascism and war grew on the European continent.

And yet, despite the progressive visions, the years following the First World War were also hard times for education, despite the promises of the Education Act of 1918. Economic pressures were at the heart of this. The Geddes reports of 1922 led to (more…)

By Nazlin Bhimani on 30 March 2022

This blog is the third in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

By 1922, Prime Minister Lloyd George’s declaration that the men would be coming home to a ‘land fit for heroes’ rang hollow. The initial euphoria that gripped the nation in the aftermath of the First World War quickly dissipated as the enormity of the destructive capacity of the war in human and economic terms was realised. Some 750,000 British men were killed or wounded, the number of widows rose to c1.6 million, and just over 730,000 children lost their fathers. Families suffered extreme poverty as unemployment averaged 64 percent.

Britain’s relatively undereducated citizenry, in comparison with her European and International competitors, was seen as a growing liability in terms of the nation’s financial health and the future of the empire. With the passing of the People’s Representation Act in 1918 (and later the Reform Act in 1928), which extended franchise, the need for an educated citizenry became more imperative. To meet the demands of a new, modern world, the 1918 Education (Fisher) Act embodied the notion of creating a responsible and informed citizen. Though raising the school leaving age to 14 was achieved, the Act failed to meet its other targets when the Geddes ‘axe’ drastically reduced the (more…)