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Call for book proposals: The ½¿É«µ¼º½ Guides series

Closes 31 Dec 2026

Call for book proposals: The ½¿É«µ¼º½ Guides series ½¿É«µ¼º½, in collaboration with Emerald Publishing, invites book proposals for new titles in The ½¿É«µ¼º½ Guides series. This series aims to provide short,...

Presidential Seminar Series – Anti-racist education in Northern Ireland: Progress, Problems and Prospects

4 Nov 2025 12:00 pm - 2:00 pm

Presidential Seminar Series 2024–2026

On Tuesday 4th November 2025, the ½¿É«µ¼º½ Presidential Seminar Series will hold an online event to focus Northern Ireland. During a period of significant educational transformation, and in the...

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:...

Reimagining the curriculum: A call for decolonial and values-driven education

Curriculum is often seen as a fixed ‘course of study’ – a neutral list of topics to be taught and assessed. Yet, it is anything but neutral (Apple, 2004). Pinar (2019) argues that curriculum...

Defying gravity in ‘wicked’ workplaces

Several months ago, I went to see Wicked, the Broadway musical recently adapted for film. While I initially expected a form of escapist entertainment, I instead found myself engaged with a...

Black working-class and missing: Where is the representation?

In this post for this ½¿É«µ¼º½ Blog special issue I reflect on the underrepresentation of Black working-class voices, which remain starkly underrepresented in education and literature. This is not...

Flipping the deficit narrative: Working-class people in UK higher education

Working-class people in UK higher education (UKHE) have historically been viewed through the lens of deficit (Crew, 2024), amid a shifting and transient understanding of what it means to be...

Editorial: Flipping the deficit narrative: Working-class people in UK higher education

Working-class people in UK higher education (UKHE) have historically been viewed through the lens of deficit (Crew, 2024), amid a shifting and transient understanding of what it means to be...

½¿É«µ¼º½ & Black History Month 2025

To celebrate Black History Month this October, the British Educational Research Association (½¿É«µ¼º½) will be highlighting a range of noteworthy contributions in our latest work promoting race,...

Teaching to transform the curriculum (T2TC)

Professional learning for teacher educators: ½¿É«µ¼º½ Small Grants Fund research reports

Building frameworks for racial literacy

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...

What are Black British schoolgirls telling us?

Njilan Morris-Jarra’s and Ebinehita Iyere’s (2025) report See Us, Hear Us: The Perceptions and wellbeing of Black Girls in London secondary schools has been circulating around social media and...