British Educational Research Journal最新文献

{"title":"Activism as education in and through the youth climate justice movement","authors":"Carlie D. Trott","doi":"10.1002/berj.4082","DOIUrl":"https://doi.org/10.1002/berj.4082","url":null,"abstract":"<p>Young people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in-depth, semi-structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power of their activism? The results of reflective thematic analysis bring to light youths' dual roles as ‘learners of the movement’ and ‘climate justice educators’. As learners, youth described gaining awareness of climate justice directly from the movement, as well as learning a variety of skills (e.g., organising, communication, conflict resolution) through their activist engagement. Simultaneously, youth described their role as educators through a range of activities intended to raise awareness among adult and youth audiences, including educational workshops and trainings, school visits, teach-ins, curriculum development, talk shows and interviews, creating digital resources, social media outreach and public protest (e.g., strikes, marches and demonstrations). Beyond spreading knowledge of climate in/justice, youth activists were also educators of action and social change processes—noting that learning about governmental institutions and political processes enabled them to exercise their democratic citizenship and equip and embolden other young people to do the same (e.g., via political advocacy trainings). The findings of the present study have implications for creating climate justice curricula that not only attend to the scientific and technological dimensions of the climate crisis, but also enable learners' justice-driven action and democratic participation.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2428-2448"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Activism in the arts: Co-researching cultural inequalities with young people during the COVID-19 pandemic","authors":"Sadia Habib","doi":"10.1002/berj.4152","DOIUrl":"https://doi.org/10.1002/berj.4152","url":null,"abstract":"<p>This paper explores the growing influence of young people's activism in UK museums and its educational implications. It draws on a five-year collaborative programme (2019–2023) with young people of colour (16–28) in a university museum setting, focusing on a Young Collective established to address cultural inequalities. The study analyses activist co-research conducted with the Museum Young Collective during the COVID-19 pandemic and Black Lives Matter mobilisation. The findings reveal that young people are actively challenging educational norms and cultural policies across various institutions. The paper explores how young people's activism can address cultural and educational inequalities through reflective and creative approaches. It advocates for developing inclusive, multicultural and anti-racist practices in both formal and informal educational settings. This research contributes to understanding the transformative potential of young people-led initiatives in museums and their broader impact on anti-racist education, social justice and social change.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2517-2535"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special Issue: What place for activism in, for and as education?","authors":"Laura Colucci-Gray,&nbsp;Donald Gray,&nbsp;Claire Cassidy","doi":"10.1002/berj.70240","DOIUrl":"https://doi.org/10.1002/berj.70240","url":null,"abstract":"","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2403-2407"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parental involvement and engagement during COVID-19 lockdowns: School staff and parents' reflections about children's learning at home","authors":"Ashley Brett,&nbsp;Bonny L. Hartley,&nbsp;Deborah Wallace,&nbsp;Adewale Magaji,&nbsp;Lorraine Smith,&nbsp;Rachel Wolfendale","doi":"10.1002/berj.70114","DOIUrl":"https://doi.org/10.1002/berj.70114","url":null,"abstract":"<p>Valuing parental engagement, as part of home–school collaboration, can benefit children's learning. This article focuses on parents and school-based staff's (<i>N</i> = 120) experiences of children's learning occurring at home during the COVID-19 lockdowns (2020–2021), both school-mandated and other learning activities. It examines qualitative responses from a survey of 11 educational settings partnered with a university-based teacher training institution in England. Participants reflected on experiences of children's learning, relationships, and well-being, to consider positive aspects, challenges, and opportunities for improvement. Inductive thematic analysis identified three key areas: contact – which focused on communication approaches and the connections established from the relationships between home and school; participation – which was school staff's facilitation of learning and parents' involvement in schooling and/or engagement with their children's learning, and the logistics of this; equitable access – which focused on evaluating the equity and accessibility of learning. Using the lens of Goodall's parental engagement continuum model, deductive analysis evaluated what learning occurred at home. This distinguished between parental involvement (where parents supported their children's learning through activities linked to coursework or homework, with limited parental agency) and engagement with their children's learning (where parents engaged with learning beyond school – through home, leisure, and family activities, with parents exercising greater autonomy to support children's learning and achievement). Findings indicated a greater propensity of parental involvement in schooling occurring, compared with parental engagement with their children's learning, and implications and recommendations are presented to consider how educators may reflect upon and develop parental engagement.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2647-2679"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What works in internal alternative provision? A salutogenic analysis","authors":"Emma Simpson","doi":"10.1002/berj.70118","DOIUrl":"https://doi.org/10.1002/berj.70118","url":null,"abstract":"<p>Schools across England are setting up ‘internal alternative provision’ to meet the social, emotional and mental health needs of increasing numbers of pupils at risk of suspension, exclusion and absence. However, there is little guidance about what good practice looks like. This matters, because internal alternative provision, when done well, can support inclusion. However, if done badly, it can fuel exclusion. The research discussed in this paper aimed to fill this knowledge gap. It involved 65 semi-structured interviews with staff, pupils and parents from a representative sample of 23 schools across England, including five case study visits. After the completion of the primary output (a practice guidance report for the education sector), the dataset was reanalysed through the theoretical lens of salutogenesis. Salutogenesis is a theory adapted by the health and social care sector but little used in education. It uses an asset-based approach to consider the impact of structural inequalities such as class and race on people's ability to cope with stress and how resources can be strengthened. Four dimensions of experience are recognised as key to this process: consistency, load balance, participation in decision-making and emotional closeness. This paper demonstrates how the practices in effective internal alternative provision map onto these dimensions of experience. In doing so, it offers a useful way of thinking about the aspects of the mainstream school that cause pupils to struggle as well as the features of effective internal alternative provision that enable them to thrive.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2582-2598"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70118","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young athletes as sports activists: Empowerment as a fundamental element of the process","authors":"Teresa Silva Dias,&nbsp;Daniel Vieira,&nbsp;Cosmin Nada,&nbsp;Marta Sampaio,&nbsp;Norberto Ribeiro,&nbsp;Sofia Castanheira Pais","doi":"10.1002/berj.4211","DOIUrl":"https://doi.org/10.1002/berj.4211","url":null,"abstract":"<p>The involvement in activism provides an excellent context for developing knowledge, skills, values and attitudes, empowering young citizens and transforming them into catalysts of change, transitioning from a learning phase to active citizenship. Since leveraging sport's potential in fostering citizenship can amplify the cultivation of these capacities, the main aim of this study is to ascertain the role of sport as a catalyst for activism, contributing to developing young athletes as dedicated citizens striving to create inclusive societies. Harnessing the potential of activism in youth education, we devised a programme grounded in activist methodologies inspired by youth participatory action research. Thirty-three young athletes, aged 12–16, participated in comprehensive research conducted within both formal (school) and non-formal (sports club) educational settings. The programme unfolded through three successive phases: (1) capacity enhancement workshops; (2) athlete-driven project conception and community engagement; and (3) evaluation and findings dissemination. The process was monitored through participant observation, interviews with young people at the beginning and end of the project and one interim focus group. The young athletes learned how to identify problems in their community, what activist tools they can rely on to address those problems and how they can use education and sport to promote change in communities. A new individual dimension was visible in most young participants, who started to see themselves as agents of change and activists. The socio-educational potential of sport to promote participation and citizenship also became evident.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2562-2581"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young people's occupational aspirations beyond the aspiration discourse: A sociocultural perspective","authors":"Jelena Popov","doi":"10.1002/berj.70123","DOIUrl":"https://doi.org/10.1002/berj.70123","url":null,"abstract":"<p>Young people's aspirations have been the focus of many educational, sociological and psychological studies. This paper argues, firstly, that the concept of aspirations holds greater generative potential than suggested by the policy-oriented ‘aspiration discourse’. Secondly, drawing on a sociocultural perspective, it is suggested that the processes of <i>imagination</i> and <i>semiotic mediation</i> are key aspects of aspiration articulation and instantiation, yet both concepts have been played down in the aspiration literature. Thirdly, after re-conceptualising aspirations through a sociocultural lens as temporarily stabilised symbolic assemblages, imbued with imagination and developed in anticipation of life transitions, the paper introduces two empirical case studies. The case studies illustrate how sociocultural re-conceptualisation can reveal additional insights about how and why young people assemble particular career aspirations by drawing on available cultural resources. Implications for aspiration research in general and higher education aspiration research in particular are discussed.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2726-2744"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Where are the adults?’: Troubling child-activism and children's political participation","authors":"Sharon Hunter,&nbsp;Claire Cassidy","doi":"10.1002/berj.4126","DOIUrl":"https://doi.org/10.1002/berj.4126","url":null,"abstract":"<p>Children's political participation is a well-established theme in childhood studies. In this article we offer an original account of child activism that takes into account the entangled and emergent aspect of children as activists. We begin with a historical and a conceptual review, noting the importance of mid-20th century developments such as May 1968 but tracing their roots to the earlier community-derived activism of the US civil rights movement—a long episode of activism not normally included in accounts of children's political involvement. We consider the ways in which adults surround children, creating contexts and working for and through them with diverse political and social ends in mind. It has been a dominant focus of adult activity to facilitate children's participation rights. These rights are defined in international legislation as non-contingent, that is, explicitly predicated on an absence of responsibility. Regardless, the relational aspect of responsibility is present in children's lives in families, churches, schools and wherever adults interact with children, whether to protect, instruct, direct or guide them. We conclude by indicating how current historical and conceptual frames do not allow for the complex understanding required to account for children's agency understood as necessarily entangled with adults’ prior being in the world. We advocate a radical relational turn in childhood studies to leave behind the lacuna that arise from individualist accounts of child-activism.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2484-2500"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning to ‘be’ an activist: Exploring the relationship between activism and informal education in a youth activism group case study","authors":"Laura Weiner","doi":"10.1002/berj.70101","DOIUrl":"https://doi.org/10.1002/berj.70101","url":null,"abstract":"<p>Young people in the United States (and beyond) access spaces for activism in varied ways, including the out-of-school time sector, where youth activism (YA) groups draw on informal learning pedagogies to engage young people in collective action. Existing research has highlighted tensions between education and activism in these spaces and offered models for understanding the multifaceted aims such settings hold, yet knowledge of the relationship between education and activism in out-of-school informal learning settings remains underdeveloped. Drawing on empirical evidence from a case study with an urban American YA group, this article analyses data gathered through ethnographic and participatory methods to explore the relationship between informal learning experiences and activism. Findings show that young people's learning experiences within the YA group included reflection, discussion and skills development that enhanced understanding. Additionally, practitioners shared that the young participants became leaders in their schools and local communities as a result of the YA group's informal education. The empirical evidence critiqued the developmental emphasis in education on adult intervention; rather, practitioners shared the necessity to understand young activists as bringing crucial knowledge and values into the space. However, this acknowledgement was varied in practice. Accordingly, this article offers further conceptualisation to the relationship between activism and education in informal learning spaces.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2536-2561"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional nourishment begets academic coping during the primary to secondary school transition","authors":"Peter Wood,&nbsp;Dave Putwain,&nbsp;Pedro Freitas Fernandes","doi":"10.1002/berj.70119","DOIUrl":"https://doi.org/10.1002/berj.70119","url":null,"abstract":"<p>The transition from primary to secondary school is widely viewed as the most demanding in a child's educational journey. Despite a wealth of research on this transition, little is known about the children's ‘lived experience’ of it across different contexts. We target this research void by drawing on semi-structured individual interview data gathered from 24 children (aged 10–12), 12 of whom attend the final year of primary school and so are about to experience the transition, and 12 others who are in the early stages of secondary school and so are currently experiencing the transition. The findings demonstrate that despite holding a range of concerns and worries at primary school, children at secondary school were able to cope with the social, emotional and academic demands that the transition brings through the use of a range of adaptive coping strategies, and that often these abilities were grounded in, and stemmed from the ‘emotionally nourishing’ practices within the primary school they attended. The research contributes to existing knowledge in its demonstration of how the role of emotionally nourishing schools may facilitate the ability to cope with the transition from primary to secondary school.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 4","pages":"2707-2725"},"PeriodicalIF":3.3,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}