In this article, we review the process of building relationships around education and international development at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). The analysis looks at how hierarchies linked to colonialism were inscribed in initial structures, and unevenly and disparately…

Fred Clarke (1880-1952) made a significant national contribution to the institutionalisation of educational studies in his position as director of the Institute of Education (IOE), London, UK, and afterwards. He encouraged distinct specialisms in particular areas of educational studies and promoted an international basis for teaching, research and…

This article expands on Aldrich and Woodin's contributions on the development of primary teacher education at IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). It focuses on the Primary Postgraduate Certificate of Education (PGCE); the years before it began and its development between 1977 and…

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…

The Decolonising the Curriculum movement in higher education has been steadily gaining momentum, accelerated by recent global events calling for an appraisal of the intersecting barriers of discrimination that ethnic minorities can encounter. While the arts and humanities have been at the forefront of these efforts, medical education has been a…

This article presents two sequential case reports of how 60 schools in the London Borough of Camden used action research in three phases of development of their local school system reform, from a traditional council-led, top-down model of centrally based professional development and monitoring of schools, to one that is schools-led and 'bottom-up'…

By the end of the twentieth century, there was concern about the low levels of achievement in many English schools -- particularly those in London -- and this acted as a catalyst for change, a key remedial initiative being London Challenge. While there is much to celebrate about the improvements that have been made over almost two decades, the…

This article examines whether the so-called 'London effect', in which London's schools improved rapidly and outperformed the rest of England on key performance measures between 2003 and 2013, has persisted through the high levels of change that have continued to characterize the school system in England since 2013. Using detailed analysis of…