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Leeds Beckett University, in association with the Comparative and International Education Special Interest Group (British Educational Research Association), invite you to participate in an annual international conference titled Global Perspectives: Equality Diversity and Inclusion in Education taking place on 25th and 26th June 2026 at Leeds Beckett University, UK.

The conference will focus on a number of important themes related to the impact that globalisation and internationalisation have on Equality Diversity and Inclusion (EDI) within education. The conference will consider ideas such as inclusion, sharing knowledge across the globe, curriculum and its impact on knowledge generation, globalisation of education, developing evidence-informed practice and self-improving systems, diversity, global citizenship, and intercultural education. This conference will consider concrete solutions with the development of small and large research communities. The aim of allowing partnerships, networks and collaborations to be developed that will take forward some purposeful and real projects to develop solutions for the current recruitment and retention crises in teaching which will support the development and vision of high-quality sustainable teacher education across the world.

The conference is aimed at researchers, academics, consultants, practitioners, teachers, research students and professionals working in fields such as international, intercultural and comparative education, curriculum development, education policy and practice.

Keynote speakers confirmed

We are delighted to announce Professor Paul Warmington from the Centre for Race, Education & Decoloniality, Leeds Beckett University. Paul will be presenting:

‘When you cut into the present, the future leaks out’: what comes after the ‘rooting out’ of equality, diversity and inclusion?

Across borders and across the political spectrum there are calls to ‘root out’ the culture of equality, diversity and inclusion. EDI, we are told, is ‘divisive’, ‘reverse racism’, a conspiracy against the White working-class. However, the current anti-EDI turn is not merely of the moment but is symptomatic of a long retreat from multiculturalism as a state-led project. Some 20 years ago Gilroy (2004:1) identified a ‘growing sense that it is now illegitimate to believe that multiculture can and should be orchestrated by government in the public interest’, while Kundnani (2007: vii) depicted what he termed the ‘end of tolerance’ in politics and public policy. Both were prophetic.

In present circumstances we might well ask whether EDI’s future is already behind us. However, there is fearful avoidance on the question of what comes ‘after’ state-led multiculturalism, EDI and antiracism. The post-multicultural turn is a contested space, but it is inextricable from the conservative populist conjuncture that has reconfigured politics in Britain, the USA and other democracies in the 21st Century. The present conjuncture is marked by resurgent nationalism, sometimes violent anti-immigration sentiment, ‘culture war’ rhetoric, attacks on minority rights and racist constructions of Black and Brown communities as social and even civilisational threats. This paper is neither a defence nor a dismissal of state multiculturalism, EDI and the rest. Its concern is with their political afterlife. Insofar, as the state has abdicated the role of orchestrating multiculturalism in the public interest, what fills the vacuum? What is the best, and the worst, that we can hope for?

We are delighted to announce Flora Cooper an Executive Headteacher, coach, and consultant whose leadership is rooted in the belief that stories connect us. Flora will be presenting:

Stories That Connect Us: Helping Everyone Find Their Voice

‘In increasingly diverse primary schools, creating a strong sense of belonging is both a moral responsibility and an educational priority. This session explores how storytelling can be used as a powerful and practical tool to support equality, diversity, and inclusion in primary education.

Drawing on her experience as an Executive Headteacher, coach, and consultant, Flora Cooper examines how intentional storytelling practices help ensure that every child’s voice is heard and valued. In schools where pupils come from many cultural, linguistic, and faith backgrounds, storytelling offers a way to honour individual identity while strengthening collective community. When children are encouraged to share their experiences, family histories, and perspectives, they begin to see themselves reflected in the life of the school and develop respect for the stories of others.

The session will explore how storytelling can be embedded into everyday school practice to create safe, inclusive spaces where listening is as important as speaking. Flora will consider how stories help challenge assumptions, build empathy, and foster meaningful connections across difference. She will also reflect on the role of adults in modelling curiosity, openness, and respect when engaging with the lived experiences of children and families.

At a time when schools are grappling with how to translate inclusion from policy into practice, this talk argues that storytelling is not an add-on, but a foundation for belonging. Every person has a story worth telling. By bringing these stories to life, schools can bridge divides, nurture understanding, and create communities where everyone feels they belong.’

Bursaries

We are pleased to announce a limited number of bursaries of upto £100 (towards either registration, or travel/accommodation). The deadline for applications is the 29th January 2026. These bursaries are for ½¿É«µ¼º½ Members only.

Apply now

Early bird registration deadline: 25 February 2026