http://bura.brunel.ac.uk/handle/2438/32861 Sat, 18 Apr 2026 02:58:51 GMT 2026-04-18T02:58:51Z http://bura.brunel.ac.uk/handle/2438/33164 Title: High-stakes? 10-11-year-old children’s stories of primary school assessment Authors: Soma, Bhavisha Rupa Abstract: ‘HELP. I’m a failure. I can’t do this.’ (words within a picture by Anay, aged 10) ‘Tests are a great way of helping children know what they need help on. They help teachers to be able to help students…’ (words within a picture by Jayesh, aged 10) My interest lies in children’s perceived experiences of educational assessment in primary schools in England. I track back in time to track the journey of where we are today – arguably a high-stakes system of assessment that has led to the datafication of teaching (Stevenson, 2017) and of children. Children are seemingly being trained to pass tests – primarily in English and Maths – at the expense of other curriculum subjects, learning outcomes and their mental health and well-being. My research explores the stories (Clandinin and Connelly, 2000) of primary-aged children in relation to assessment using an experiential narrative inquiry approach (Andrews, Squire and Tambouku, 2008) and multiple methods: questionnaire; pictures and/or free-writing; and semi-structured group interviews. Through this research, I reveal a unique insight and interpretation of primary-aged children’s stories through their own spoken and written words and pictures. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Wed, 01 Jan 2025 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33164 2025-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33011 Title: Guest editorial: Bordering, othering and reconceptualizing the inter/national subject in higher education Authors: Tsouroufli, M; Ferri, G Abstract: This special issue is concerned with a timely and seemingly neutralized issue; internationalization of higher education institutions and the making and unmaking of the “international” subject in the UK and across different social-cultural, national and political contexts. Our international/transnational/migrant standpoint and research track record in critical perspectives to Equality, Diversity and Inclusion (EDI) and Intercultural Communication respectively, sparked interest in this topic and is discussed in detail later in this editorial. In what follows we briefly discuss the introduction and current challenges of internationalization in the UK, its implementation in other Anglophone and non-Anglophone contexts, in an attempt to unravel the highly politicized assertions underpinning dominant discourses of internationalization and conceptualizations of “international” in different geo-political contexts. We contend that processes and practices of internationalization and discourses of “international” are in fact inherently antithetical rather than synergistic with social justice goals and largely endemic and epidemic to the neo-liberalized ethos, colonial structures and white patriarchal, capitalist regimes of higher education institutions. Critical internationalization research that problematizes the popular framing of internationalization in terms of economic, intellectual and multi/intercultural benefits and the formation of international academic staff and students as disembodied subjects–reduced to indicators of cosmopolitanism, enhanced human capital and global competitiveness–has potential to advance theorizations of difference and equality, and to inform, enrich and transform social justice agendas in higher education institutions. ... Wed, 30 Apr 2025 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33011 2025-04-30T00:00:00Z http://bura.brunel.ac.uk/handle/2438/32736 Title: Computing reform: The exodus of ICT teachers Authors: Box, A; Hossain, S Abstract: The 2010s saw significant reform in ICT and computing education. ICT was written off as an irrelevant vocational subject, and effectively “scrapped.” Introduced in its place was the national curriculum computing programmes of study (Computing), with an emphasis on computer science. This blanket reform meant that secondary school “ICT” subject teachers were immediately required to teach “Computing.” This study’s findings demonstrate that ICT teachers felt unsupported throughout the reform process. Teachers have been unable to reconcile the identity of “Teacher of Computing” with their professional situations and have left teaching. This loss of teachers should be viewed as an “educational loss” of expertise and diversity in the computing classroom. It is recommended that teachers are given support to allow a reconnection with their previous “successful” professional identities. Good teachers should not be lost because of the rushed implementation of national reforms. Mon, 23 Feb 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/32736 2026-02-23T00:00:00Z http://bura.brunel.ac.uk/handle/2438/32673 Title: Feeding hungry students: geographies of on-campus free food provision across England Authors: Wainwright, E; McHugh, E; Bhuyan, M Abstract: In 2023, one in four UK universities was reported to be operating a food bank for their students amidst a ‘cost-of-learning crisis’. With nearly half of students facing financial difficulty, student food poverty has become a vital issue in contemporary higher education, with food banks marking an important addition to on-campus student support. This paper adds to the growing extant literature on food banks by empirically and conceptually examining the geographies of on-campus free food provision across English universities. We define free food provision for university students as food that is free at the point of collection and consumption and is based on presumed and/or evidenced student need. The paper draws on qualitative and quantitative data from a survey administered to all English universities to map provision across institutions and explore on-campus geographies of free food. It makes two important contributions to existing research. First and empirically, it moves the discussion of food poverty and educational institutions beyond a focus on schools and families with children. Second, and conceptually, it extends understandings of food poverty alleviation beyond food banks to consider a broader set of mechanisms through which support is given to those in need, with universities vitally positioned to tackle food poverty given their role in anchoring students in place. The paper concludes by questioning the longer-term commitment and sustainability of free food provision across universities in England at a time of financial uncertainty. Description: Short Abstract: In 2023, one in four UK universities was reported to be operating a food bank for their students amidst a ‘cost-of-learning crisis’. With nearly half of students facing financial difficulties, student food poverty has become a vital issue in contemporary higher education, with food banks marking an important addition to on-campus student support. This paper adds to the growing extant literature on food banks by empirically and conceptually examining the geographies of on-campus free food provision across English universities.; Data Availability Statement: The data that support the findings of this study are available from the corresponding author upon reasonable request. Wed, 25 Feb 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/32673 2026-02-25T00:00:00Z