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Guest editing opportunity for Research Intelligence, issue 167

Closes 4 Nov 2025

½¿É«µ¼º½â€™s Publications Committee is seeking an individual or team (of up to three people) to guest edit issue 167 of Research Intelligence on the theme of ‘Curriculum and Assessment Review:...

The need for clearer parental engagement policies: Evidence from England

Parental engagement significantly boosts children’s academic success, with evidence from around the world demonstrating an average of four months of additional progress over a single academic...

Call for proposals: ½¿É«µ¼º½ Blog special issue on refugee and asylum-seeking learners

This call is now closed. The ½¿É«µ¼º½ Blog is delighted to invite proposals from teams of guest editors and authors for a ½¿É«µ¼º½ Blog special issue on learners from refugee and asylum-seeking...

From safeguarding to critical digital citizenship: A framework to understand educational responses to digital technologies

Over the past two decades, there has been a proliferation of debates on how to respond to the growing list of challenges posed by digital technologies. The educational responses proposed to deal...

How foresight can help us plan the schools of tomorrow

Education policy debates often centre on the immediate: what can be achieved within a political term, or what’s feasible in response to a current crisis. But the future of education will be...

Breaking the silence: Gaza, scholasticide and the struggle for academic freedom

½¿É«µ¼º½ Conference 2025

In times of crisis, silence is never neutral, it is complicit. As we bear witness to the ongoing genocide in Gaza, what’s unfolding is not only a humanitarian catastrophe but also an assault on...

Unseen and undervalued: Recognising the role of nannies in education policy in England

Government policy for early childhood education and care (ECEC) in England often focuses on group-based settings such as nurseries (Penn, 2024). However, much childcare takes place within homes...

Connected, valued and vocal: Early years educators advocate for the ECEC sector in public policy debates

In this third contribution to the special issue we consider the complex issue of early years educators’ (EYEs) professional voices being heard and acted upon in contemporary policy debates about...

Climbing the qualification ladder or leaving the profession: The crisis in early childhood work

A crisis exists relating to the status of qualifications and pay in the early childhood education and care (ECEC) workforce in England (Nutbrown, 2021) marked by both low pay and morale. In this...

‘Small things that no one sees’: Acts of advocacy in early childhood education and care

In this reflective blog post for this special issue, we draw on a vignette of the nursery practices that are everyday acts of advocacy. Our commentary foregrounds the unacknowledged labour of...

The complex problem of the education and care of babies: Could independent nurseries have the answer?

In this blog post, two managers of independent nurseries critically review the expansion of publicly funded childcare in England to include children aged nine months. Specifically, we examine the...

Connections across time: Activism as a nurturing network

We write as activists, advocates and historians about the ongoing impact of strike action taken by nursery workers 40 years ago and the way activism can nourish the profession. Despite the...