Jolie’s appointment does not change fundamental gender relations in universities

Miriam E David

No it’s not her latest movie role – Angela Jolie is to become ‘professor in practice’ at the London School of Economics. And this appointment illustrates the argument of my new book Reclaiming Feminism: Challenging Everyday Misogyny perfectly.

It is clear that female [celebrity] status is now enmeshed with academia in contradictory ways. Many have dismissed Jolie’s appointment as a visiting professor at the LSE from September 2017 as marketing and branding, arguing that it has nothing to do with scholarship, research or teaching. I think it is no accident that the appointment of a high profile female celebrity is to a course about women, gender equality and sexual violence. These gender questions have become causes célèbres of neoliberalism, although they do not change fundamental gender relations.

The film star’s many roles have led to her ‘teaching a course on the impact of war on women’. This will be part of a new MSc on Women, Peace and Security and the first of its Read more ›

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Posted in Further higher and lifelong education, International development, Social sciences and social policy

How AI can eradicate exam stress forever

exams

Rose Luckin

The recent leaking of SAT papers and the growing body of evidence on the stress and anxiety experienced by students who have to sit a battery of tests and exams highlight an area of serious concern. It is all particularly frustrating because it does not have to be like this.

Artificial Intelligence (AI) could wipe out all this pain and change schools forever: it could do away with the need for exams.

This is not to suggest that we should do away with assessment. It is essential that we know how students are progressing in their knowledge, understanding and skills, and how teaching practices and educational systems are or are not successful. However, assessment does not have to mean tests and exams.

Artificial Intelligence is difficult to define because it is constantly shifting and interdisciplinary. However, in our new report Intelligence Unleashed we identify a Read more ›

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Posted in ICT in education, Teaching, learning, curriculum & assessment

Prison reform: has the revolution begun?

prisonsD02230530

Brian Creese. 

Wednesday was an exceptional day for all those involved in prison education. The Coates review, Unlocking Potential: a review of education in prison was published and prison reform took centre stage in the Queen’s Speech. After so many years of policy vacuum, apart from measures that served to ensure the inexorable rise of the numbers in prison, this was a momentous occasion. For many in the education world, it is ironic that the hero of the hour is none other than our former Department for Education nemesis, the new Justice Secretary Michael Gove.

But surely his major proposal is simply a rehashing of the academies programme for schools into an academies programme for prisons? If we didn’t like it then, why would we like it now?

This is a reasonable question, and the answer has to do with the starting point. Most local authority schools operate well and many very well. There are few very poor schools in Read more ›

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Posted in Education policy, Further higher and lifelong education, Social sciences and social policy

HE White Paper: still more inequality

Peter Scott

The White Paper has been received with the usual round of ‘welcomes’ from the higher education ‘establishment’ – rather limp ‘up to a point, Lord Copper’ responses that deceive no one and are probably motivated more by fear of the consequences of open opposition than any sense of conviction. Or perhaps the neo-liberal discourse of ‘universities are knowledge businesses’ and ‘students are customers’ is now so clamorous that it has become almost impossible to think that any other policies are possible.

Certainly it has become difficult to assert some simple truths – that universities are not simply knowledge machines, however great the ‘impact’ of their research; that they are about more than boosting global competitiveness (or lifetime earnings) but are key institutions in the kind of ‘open society’ we urge on lesser breeds in Eastern Europe or the Middle East (but not Saudi Arabia – and certainly not China); and that students are not customers but learners. To say such stuff is to risk being labelled a dinosaur, a leftie or a spokesperson for the ‘producers’ cartel’ / encrusted establishment – or probably all three.

So the only available – short-term – strategy is to attack the detail, and expose the White Paper Read more ›

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Posted in Education policy, Further higher and lifelong education

Baseline assessment and the commodification of 4-year-olds’ knowledge

parents celebrate end of baseline

Guy Roberts-Holmes

Last month, the Government withdrew its requirement for schools to use officially endorsed Baseline assessment in Reception classes. This regime, I would contest, was not simply about children and their learning, nor assessment or accountability. Rather, baseline was as an attempt to further regulate early education for edu-business. What baseline assessment did was to datafy and commodify four-year-olds’ knowledge and learning for profit. Although baseline is no longer mandatory, the DfE is still urging schools to buy the commercially produced assessments. Baseline has become a part of the growing educational digital data economy in which new forms of educational data knowledge are generated, commodified and sold for profit. It is claimed that datasets such as baseline have the potential to offer unprecented digital data governance. So, for example, baseline data on four year olds can be ‘scaled up’ and agreggated into big datasets of commercial interest and governance.

Around 12,000 primary schools adopted one of the three edu-businesses who were selected by the DfE to run the baseline assessments at an estimated cost of £3.5-£4.5 million (excluding the costs to schools employing supply cover whilst the Reception Read more ›

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Posted in Childhood & early education, Education policy
This blog is written by academics at the UCL Institute of Education.


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