UCL Early Career Teacher Consortium - Early Career Framework Professor Sue Rogers is the Interim Director of the UCL Institute of Education

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8/17/2020

Leading experts from a range of fields – from neuroscience to psychiatry and education – examine the evidence and how best that evidence can inform the design of our education system, as well as public understanding of the teenage years. Ever since ‘the teenager’ rose to prominence in the 1950s, the difficulty of adolescence has been a common trope and source of amusement in popular culture. But it is also a lived reality for young people and those around them. To what extent are ‘teenage behaviours’ part of our biology and to what extent are our societal structures and practices – from the time the school day starts, to the inexorable rise of social media – helping or hindering teenagers in navigating the years from age 11 to 19, and beyond? Iroise Dumontheil, Reader in Cognitive Neuroscience, Birkbeck Mark Lehain, Director, Parents and Teachers for Excellence Mike Shooter, Psychiatrist Bettina Hohnen, Clinical Psychologist Chair: Professor Sue Rogers, Interim Director, UCL IOE

26

2/3/2020

Since the 2016 EU Referendum, two narratives have been prominent in the public debate surrounding the outcome of the vote. The first narrative sees Brexit as a revolt of the ‘economically left-behinds’, while the second narrative attributes Brexit to the resurgence of an English nationalism. In his lecture, Tak Wing Chan uses data from a large scale and nationally representative survey to evaluate these two narratives. He considers whether Brexit support is associated with neighbourhood deprivation, concentration of migrants, and exposure to the 'Chinese import shock'. He also assesses how social class, social status, low income, and expressions of Britishness and Englishness shape ‘Leave’ or ‘Remain’ sympathies.

162

1/24/2020