Centre for Language, Literacy and Numeracy: Research and Practice Dr Claire Forrest is a Post-doctoral Research Fellow working on the Nuffield Foundation Project 'Empowering staff to enhance oral language in the early years'.

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6/17/2020

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

HDCA Conference 2019 - Connecting Capabilities Recorded Wednesday 11th September Panelists: Dr Sabina Alkire, University of Oxford Dr Tania Burchardt, London School of Economics Dr Jonathan Gross, King's College London Dr Oliver Mutanga, University College London Chair: Professor Ingrid Robeyns, HDCA President

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9/16/2019

UCL Centre for Educational Evaluation and Accountability (www.educationalevaluation.net) Accountability and school differential effects Inspection systems consider how effective a school is in determined academic subjects, such as Maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and SES). Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa. Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all? Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems?

267

11/16/2018

Feminism and the Politics of Childhood: Friends or Foes? offers an innovative and critical exploration of perceived commonalities and conflicts between women and children and, more broadly, between various forms of feminism and the politics of childhood. This unique collection of 18 chapters brings into dialogue authors from a range of geographical contexts, social science disciplines, activist organisations, and theoretical perspectives. The wide variety of subjects include refugee camps, care labour, domestic violence, childcare and education. Together the contributions offer new ways to conceptualise relations between women and children, and to address injustices faced by both groups.   Rachel Rosen is Senior Lecturer in Childhood in the Department of Social Science at the UCL Institute of Education. Katherine Twamley is a Leverhulme Trust Early Career Fellow in the Department of Social Science at the UCL Institute of Education.

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1/17/2018

The Myths of Social Mobility Selina Todd University of Oxford 5th April 2017 London Anyone wishing to quote from the lecture needs to contact Rachel Calder: rcalder@sayleliteraryagency.com

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4/25/2017