Category: Researching with children and young people

Being curious and creative about the role of artificial intelligences (AI) in primary education

Author Education and Childhood Research Group | Posted on

By Dr Claire Osborne, Senior Lecturer in Education

In an interview with the journalist Faisal Islam on BBC Newsnight (broadcast June 2026), Jack Clark, co-founder of the artificial intelligence (AI) company ‘Anthropic’ which built the AI software program ‘Claude’, suggested that the people who will benefit most from AI and have the advantage are those that think creatively, are curious, and have broad interests. These remarks were in response to growing concerns around the acceleration of AI technologies without human input. Hence Clark’s call for individuals to ‘indulge in curiosity’ and creativity and even take up a hobby as this may benefit how people use technology.

As the capabilities of generative artificial intelligences (Gen AI) advance and AI systems learn from and with other machines, humans will most likely become ever more reliant on AI generated outputs to inform collective knowledge and our understanding(s) of the world. However, it could be argued that an over reliance on AI outputs without question, or critical evaluation may inhibit original thought and defer our abilities to think for ourselves. Moreover, whose and what knowledge is being constructed and re-produced by artificial intelligences is a matter of contention, whilst issues around ethics, bias, and AI safety are real concerns.

As a professional educator with a background in the arts and humanities, I have begun to ponder on what it means to be in the age of AI. Moreover, I have been thinking about the role of schools in enhancing a state of curiosity in young learners and how teachers are well positioned to foster children’s creative and critical thinking skills across a range of subject disciplines. Developing such learning dispositions may enable us to engage well and responsibly with AI tools now and in the future, so we gain the most from this fast-evolving technology.

Fostering curiosity

The state of being curious is a cognitive activity which can be liken to the creation of thought. According to Loewenstein (1994, p.75), curiosity is “a form of cognitively induced deprivation that arises from the perception of a gap in knowledge or understanding”. To be curious means being interested in the world around you and asking questions. It’s about being inquisitive, seeking out gaps in knowledge, thinking deeply about what we think we know (or do not know) and finding out more. The state of curiosity can help us imagine a wealth of possibilities as we contemplate life and what it means to be. Moreover, being curious about the world can enable us to produce creative and innovative solutions to human problems. Whether or not Gen AI has (or will have) the capacity to think creatively (or be curious) was a question alluded to by Jack Clark in the afore mentioned interview. It was therefore of note, that during the interview Clark suggested that studying the liberal arts, including philosophy – which by design, are subjects that stimulate curiosity and creative thinking – may be especially useful to young people and provide them with an advantage in the age of AI.

The capacity to be mindfully curious will undoubtedly be a powerful human resource much needed in the years ahead as we engage with an ever-changing world. Notwithstanding, as AI becomes a ubiquitous presence in many people’s daily lives, humans will need to learn how to utilise these digital technologies well whilst being curious and critical about how, what, and whose knowledge is circulated in society. Moreover, humans will need to question whether Gen AI outputs are accurate, representative, and contribute to knowledge growth and a better world.

The role of primary schools

Primary school classrooms are unique places where human curiosity can be encouraged and nurtured. As Cross et al., (2016) asserts: “Primary teachers are in a particularly powerful position to stimulate or encourage curiosity through the learning contexts they develop and the ways they scaffold learning with challenges, explanation and invitations to think and act”. These fundamental pedagogical principles can be applied to a range of subject disciplines in the primary years, including the arts and humanities. They can also be applied to how AI systems based on large language models (LLM) are used to generate knowledge whilst encouraging children to think and respond to what is being produced. Evaluating how outputs are created could increase critical dialogue and deepen understanding around how Gen AI can be used effectively as one of many pedagogical tools in the box to advance learning. However, a UK government report into the risks and opportunities of Gen AI (DfE, 2024) conducted by The Open Innovation Team (OIT), suggests that there are some key barriers to AI adoption in education. This includes a lack of knowledge, poor digital skills, and limited infrastructure which could impact on teacher’s digital capabilities (DfE, 2024, p.5). That said, the report contends that Gen AI has the potential to transform education. It goes on to outline the many stated benefits of Gen AI usage among teachers. This includes automating tasks resulting in time efficiency, assisting with lesson content, and helping teachers generate new ideas to enhance creative and engaging teaching (DfE, 2024, p.16).  Moreover, the OIT report suggests that adapting to Gen AI technology could change how and what people learn because of the way in which ‘information is synthesised and presented’ (DfE, 2024, p.8).

As people’s digital capabilities grow, and learning communities become more curious about the functionalities of AI systems, primary classrooms have the potential to be and become enabling and creative places where students can play with big ideas using appropriate digital tools as and when needed to advance learning across a broad and balanced primary curriculum (DfE, 2013). Presently, the government seem keen on supporting safe and effective Gen AI adoption in education (DfE, 2024). In addition, last year, the UK government produced an AI Action Plan (DfSIT, 2025) with the intent to increase AI take up across society so Britain can benefit economically and socially from the opportunities AI has to offer. While the English education system undergoes curriculum reform (DfE, 2025a) and the government declares its commitment  to supporting primary and secondary schools in England teach a knowledge-rich computing curriculum (DfE, 2025b) it will be of interest to see whether AI education will be high on the curriculum agenda as we face the changes and challenges ahead. As Rachel Arthur, chief learning officer at the independent charity ‘Raspberry Pi’, stresses in a recent interview, every young person needs to digitally upskill, learn how to code, and understand how AI systems work whilst being able to evaluate outputs, especially with regards to bias, ethics, and security (Arthur, 2026). If the UK government is strongly committed to ‘ramping up AI adoption across the UK’ (DfSIT, 2025) and augmenting AI in education, they will need to continue to invest in developing students and teacher’s digital capabilities whilst emphasising the risks and opportunities of AI at the earliest stages in our learning journeys.

Looking forwards

AI will undoubtedly transform (and possibly disrupt) how we work, think, and learn. However, the capacity to think creatively and philosophically whilst remaining curious about the world in which we have been ‘thrown’ (Heidegger, 1927) will be central to human advancement with or without AI. That said, as AI systems become more sophisticated, all knowing, and all doing, humans will need to learn how to use this fast-evolving technology well and to our advantage, whilst critically evaluating the information being generated by the machines we have created. Moreover, teachers and students will need to continually upskill to keep a pace with change so that, together, we can explore new ways artificial intelligences can enhance excellent learning and teaching and enable curious and creative learners of the future to thrive and become active, not passive, participants in shaping the world. I will continue to ponder this as a research project with ECRG members in the 4 strands of research during the next academic year.

References

Arthur, R., (2026) Interview with Aleks Krotoski and Kevin Fong, Will AI replace the people who built it? The Artificial Human, BBC Radio Four, 17 June.

Clark, J. (2026) Interview with Faisal Islam, Newsnight, BBC Two, 04 June.

Cross, A., Borthwick, A., Beswick, K., Board, J. and Chippindall, J. (2016). Introduction. In: A. Cross., A. Borthwock., K. Beswick., J. Board., J. Chippindall ed. (2016) Curious Learners in Primary Maths, Science, Computing and DT [online]. London: SAGE Publications, pp. 1-12 [Accessed 18 June 2026]

DfE (Department for Education) (2013) The National Curriculum in England: Key stages 1 and 2 framework document.  Runcorn: DfE. Available from:

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum [Last accessed 22 June 2026].

DfE (Department for Education) (2024) Generative AI in Education: Educator and Expert Views (Gov. UK) Available at: Generative AI in education: educator and expert views – GOV.UK [Accessed 18 June 2026].

DfE (Department for Education) (2025a) Curriculum and Assessment Review Final Report: Building a world class curriculum for all. Gov. UK.  Available at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report  [Accessed 12 November 2025].

DfE (Department for Education) (2025b) Generative AI in Education: Educator and Expert Views. Updated 12 August 2025 (Gov. UK). Available at: Generative artificial intelligence (AI) in education – GOV.UK [Accessed 18 June 2026].

DfSIT (Department for Science, Innovation and Technology) (2025) AI Opportunities Action Plan: Ramping up AI adoption across the UK to boost economic growth, provide jobs for the future and improve people’s everyday lives. Independent Report. Gov. UK. Available at: AI Opportunities Action Plan – GOV.UK [Accessed 18 June 2026].

Heidegger, M. (2003 [1927]). Being and Time. Oxford: Blackwell.

Loewenstein, G. (1994) The Psychology of Curiosity: A Review and Reinterpretation. Psychological Bulletin. Volume 116 (1) pp, 75-98.

A new book for Earth Day: Taking A Close Look at Microfibres

Author Education and Childhood Research Group | Posted on

Earth Day (22 April 2026) saw the launch of a new children’s book, Taking a Close Look at Microfibres. Co-created by school pupils and researchers from UWE Bristol’s Science Communication Unit (SCU) and Education and Childhood Research Group (ECRG), the book supports children and teachers to explore an often invisible aspect of air quality: airborne microfibres.

The book is part of the Schools Under the Microscope project, a child-led citizen science project that invites pupils aged 9–14 to take part in real environmental research. Through hands-on investigation, creative inquiry, and collaboration with university researchers, children from England and Wales helped generate new knowledge while shaping an engaging educational resource for use in schools.

Exploring what’s in the air we breathe

While microfibres are increasingly well documented in water systems, far less is known about fibres in the air we breathe – particularly in school environments. The Schools Under the Microscope project set out to explore whether established citizen science methods, previously used in homes, could work meaningfully in classrooms.

Following an initial pilot with 90 pupils at May Park Primary School, Bristol the project expanded to include around 400 children across four schools. Together, pupils designed investigations, made predictions, prepared petri dishes, and positioned them around their schools for a two‑week sampling period. After collection, pupils used microscopes to count fibres, while researchers at UWE Bristol carried out further analysis and shared findings back with the schools.

This marked the first time data on airborne microfibres has been collected within school environments, offering valuable insights into both indoor air quality and the potential of citizen science in education settings.

Learning through participation and enquiry

The findings showed that microfibre levels in schools were similar to those found in homes, including a mix of natural and synthetic fibres – some even matching the colours of school uniforms. More importantly, pupils and teachers reported high levels of engagement and enjoyment throughout the research process.

The team found that although air pollution is often invisible, it becomes meaningful through hands-on activities.

From research to a children’s book

Children’s questions, observations, and reflections directly shaped the storyline and content of Taking a Close Look at Microfibres. The book is designed to open up discussion rather than provide simple answers, encouraging curiosity, critical thinking, and dialogue about environmental issues that affect everyday life.

Page from the book, Taking A Closer Look at Microfibres.

The illustrations were created by Luci Gorell Barnes, a socially engaged artist and arts-based researcher. Recycled plastics, fabrics, card, and paper were used to make the images – all materials known to shed microfibres. These materials were scanned and transformed into digital collages, visually reinforcing the book’s themes of materiality, pollution, and reuse.

The book is accompanied by free teacher notes and ten lesson plans, supporting cross-curricular learning in science, geography, citizenship, and sustainability education.

Launching on Earth Day – and beyond

The project also connects with wider work at UWE Bristol around sustainability and social justice. The research team is partnering with the Global Goals Centre to support the Better Uniform Campaign, which seeks to develop a more socially and environmentally just system for school uniforms across Bristol.

Access the free book and resources

Schools, teachers, and partners can access a free e‑copy of Taking a Close Look at Microfibres with resources for lessons and learning.

The team

Dr Margarida Sardo, Dr Ben Williams, Dr Verity Jones and Jacqui Warner.

Thinking about death for the future

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones, Associate Professor in Education

Recently, much of my thinking, particularly in collaboration with Chris Bear (Cardiff University), has led me to think more deeply about death as an ecological, educational and ethical concept that demands a futures lens. In our work on food systems, we ask what it would mean to attend to the deaths of non-human animals and plants –  not as abstractions but as lived relations.

In February, I attended the Centre for Sociodigital Futures, Immersive Public Futures Symposium, where themes of loss, endings, disappearance and possibility threaded through discussions of how societies imagine, design and negotiate futures.

International perspectives on imagining futures

Contributions from international speakers underscored that futures – thinking is rarely a smooth trajectory of progress.

  • Fabio Rubio Scarano (Federal University of Rio de Janeiro/Museum of Tomorrow) foregrounded planetary change and regeneration through anticipating and paying attention both to memory and tomorrow.
  • Lisa Bailey (Museum of Discovery, University of South Australia) explored how museums can engage diverse publics with complex and uncertain futures.
  • Andrea Bandelli (Woven Foundation for Creative Climate Communication) challenged us to recognise immersion not as a technical medium but as a condition – a relational mode that shapes how we encounter the world and its potential futures and agencies.
  • Mandy Rose (UWE Bristol) discussed documentary and digital cultures as tools for imagining post‑carbon possibilities through planty immersion.
  • Justin McGuirk (Design Museum, London) examined design-led approaches to futures and the need to construct possible future buildings to imagine within.
  • Dan Lockton (Norwich University of the Arts) reflected on how lost futures can help people collaboratively reimagine alternative futures.
  • Johannes Stripple (Lund University) used speculative ecology and storying  to unsettle fixed narratives of crisis and change.

Across these contributions, there was an insistence that imagining futures requires attending to what is disappearing, threatened or already lost.

Connections

The symposium strongly resonated with work with my own research. Whether supporting young women in imagining near-future careers in construction and engineering, examining ecological timescales in food ethics, or analysing how children’s literature either narrows or expands temporal imagination, much of my work is centrally concerned with how learners inhabit and negotiate time.

This sits alongside collaborations with colleagues at the Global Goals Centre and SPARKS Bristol, where we co-create learning experiences that are research‑informed, inclusive, socially engaged and committed to widening imaginative possibility.

Looking ahead

The symposium has sharpened my thinking on how endings and futures coexist – and how education must hold both. Several publications drawing on this work, including research on identity making, children’s literature and sustainable education, are currently in preparation and will be shared later this year.

Reading for pleasure, public libraries, and voices at the margins

Author Education and Childhood Research Group | Posted on

By Dr Anish Harrison and Professor Alpesh Maisuria

In November 2025, we submitted written evidence to the House of Commons Education Select Committee inquiry into “Reading for Pleasure”. The inquiry comes at a critical time with national data showing that children’s enjoyment of reading is now at its lowest level since records began in 2005 (NLT, 2025).

The Committee’s review sits alongside the Government’s announcement of 2026 as the National Year of Reading, led by the Department for Education and the National Literacy Trust. Framed as a chance to “kickstart a reading revolution”, the initiative recognises that reading for pleasure matters, not only for attainment, but for wellbeing, confidence and personal satisfaction. However, unless we listen to the experiences of children and families who are least engaged in reading, these ambitions risk falling short of being realised.

From thesis to Select Committee evidence

Our submission draws on doctoral research by Dr Anish Harrison, Voices at the margins: An exploration of the perceptions of ‘vulnerable’ children, their families’ and library professionals regarding reading for pleasure and public libraries. This was Anish’s EdD submission, taking a case-study approach and framed from a critical ecological perspective.  

The research explores how children and families from different demographics, including Children Looked After, children from diverse backgrounds and those in areas of high deprivation experience reading for pleasure.  It also examines the role of public libraries within this context, critically exploring its socio-historical formation and current situation that includes being a critical mechanism for reading to take place.

The study worked with children, parents and library professionals, including early years children, primary-aged readers, and young people in care. The data generated clearly highlighted that reading for pleasure is not an individualised, uniform, and silent activity. It is social, playful, emotional and deeply shaped by environment and opportunities.

One child put it simply:

“I like reading… I just want a book that I like, like comics and that …  not boring old smelly books.”

Their words challenge narrow ideas of what counts as reading, and whose preferences are valued.

Real world reading for pleasure

Across the research, children described enjoyment when they had choice and agency, but in the context of several factors: choosing and having access to a range of materials, reading with others, having inviting spaces to read and engaging with texts that reflected their interests and identities. Reading often happened alongside play, including Lego world-building, role play, and digital media.

The research found that public libraries played a crucial role in making this possible. For many families, they provided a free, welcoming “third space” beyond home and school, where reading was not assessed, timed, or in any way pressured – simply joyful. Libraries enabled shared reading, supported parents who lacked confidence, and gave children access to a wider range of books and formats than were available at home. 

An ecological model was created through the data, which reflected children’s reading for pleasure needs:

However, significant barriers were also identified. Parents spoke about time-poverty, long-working hours, and uncertainty about how to support reading. Some assumed reading was ‘something [that the] school does’ but at the same time, participants noted that school practices undermined enjoyment. For older children, reading was associated with pressure rather than pleasure.

Importantly, structural inequalities were present in what was seen as ‘legitimate reading’. These barriers prohibited the growth of children’s identity as readers, creating significant barriers to enjoying reading for pleasure.

Libraries under pressure

At the same time as reading for pleasure declining, public libraries have faced sustained budgetary cuts. Reduced opening hours, loss of professional staff, and fewer children’s activities have made access increasingly uneven. Library staff told us of high demand for story times and reading-related events, but diminishing capacity to deliver them.

Despite this, public libraries remain places of belonging. When these spaces were informal, well-designed and social, families felt welcome and reading for pleasure flourished. Conversely, where they were large, formal, or understaffed, some participants in the study felt excluded by the coldness.

Why reading for pleasure matters now

The evidence is clear: reading for pleasure supports who children grow as human beings. In the research, it created joy, connection, self-understanding, meaning-making, and confidence in lives shaped by scarcity and pressure. The opportunity to submit to the Education Select Committee was timely and ensured the thesis could have the potential for real-world impact. 

Our evidence-informed submission to the Select Committee makes five key recommendations:

  1. sustained investment in public libraries;
  2. recognising libraries as strategic partners in literacy policy;
  3. actively promoting library services during the National Year of Reading;
  4. adopting minimum service standards; and
  5. broadening definitions of reading for pleasure to reflect children’s reading realities.

If the National Year of Reading is to succeed, it must start by listening to voices at the margins. Public libraries are not a nostalgic extra, they are essential infrastructures for equity, enjoyment, and flourishing.

Earth Day Heroes: Youth action, research impact, and the Bristol Uniform Challenge

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones, Associate Professor in Education

On 30 September 2025, Sparks Bristol was filled with energy and optimism as over 100 young changemakers gathered for the Earth Day Heroes Awards Ceremony, hosted by the Global Goals Centre (GGC). From Bristol to Bangladesh, young people came together to celebrate the inspiring work they’ve been doing to make the planet better for everyone and everything.

These youth-led projects, spanning rewilding, recycling, campaigning, and creative storytelling, have involved over 7,000 participants taking active, positive steps toward sustainability, justice, and community care. It was a powerful reminder that young people are not just the future, they are part of the solution now.

Grounded in UWE Bristol research

This event and the initiatives it launched are deeply connected to research conducted at UWE Bristol. In particular, the Bristol Uniform Challenge (BUC) was launched at the ceremony. This draws directly on findings from a paper I co-authored with Dr Tessa Podpadec exploring children’s understanding of fast fashion and its impacts. The study, Young people, climate change and fast fashion futures, published in Environmental Education Research, revealed that while many young people are aware of climate issues, the links to everyday clothing choices are often overlooked.

School uniforms offer a tangible entry point for discussing sustainability, equity, and global supply chains. Through BUC, we aim to co-develop practical solutions with schools that reduce waste, support ethical production, and ease financial pressures on families  – while embedding sustainability into everyday school life.

Celebrating youth leadership

The Earth Day Heroes event featured contributions from Naomi Wilkinson (BBC Children’s wildlife presenter), a creative workshop from Aardman Animations, and award presentations by Dr Mya-Rose Craig (Birdgirl) and Cllr Henry Michallat, the Lord Mayor of Bristol. Their presence helped affirm the importance of youth-led action and the value of recognising it publicly.

As an Associate Professor at UWE Bristol, I’ve worked with the Global Goals Centre for over seven years, developing projects that centre social and environmental justice, creative engagement, and inclusive education. The Earth Day Heroes initiative is a living example of how research and practice can come together to support meaningful youth participation.

Looking ahead

Young people are now invited to begin developing their projects for the 2026 Earth Day Heroes Awards, continuing the momentum and deepening their engagement.

As educators and researchers, it’s vital that we create spaces where young people feel empowered to act, reflect, and lead. This event was more than a celebration, it was a demonstration of how research, practice, and youth voice can come together to shape a better future.

Crafting change: How craft is empowering children for a sustainable future

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones

In the face of escalating ecological and social crises, education must evolve to equip the next generation with the tools to imagine and enact a more sustainable and just world. In our new paper published in the International Journal of Social Pedagogy, we explore how eco-craftivism – the fusion of ecological awareness and craft-based activism- can serve as a powerful pedagogical tool in primary education.

Conducted with 120 pupils aged 8 to 9 in two UK primary schools, our research investigates how creative, hands-on learning can foster eco-social pedagogy (ESP). ESP expands traditional social pedagogy by integrating ecological consciousness with social justice, emphasizing the interconnectedness of people, planet, and the material world.

We call to for a de-bordering of solidarities: to move beyond human-to-human empathy and include solidarity with the environment and non-human “things.” This form of solidarity, with human-made objects, is crucial in cultivating sustainable behaviours. Craft and craftivism are powerful tools for building creative relationships with things in ways that build solidarities with those things, but also serve as gateways to holistic solidarities with the environment and human others. By engaging with recycled materials like copper wire, cardboard, and old socks, we explore how pupils developed material literacies – an understanding of the origins, value, and lifecycle of everyday items. This awareness, in turn, sparked deeper ecological and social insights.

The project’s workshops – where children crafted bracelets, puzzles, and sock puppets – were more than just craft lessons. They were immersive experiences that connected students emotionally and intellectually to the climate crisis. Pupils expressed joy in creating, pride in reusing materials, and a newfound sense of agency. One student reflected:

“It’s like doing something for the planet but also doing something that you can use.”

This dual purpose – personal enjoyment and environmental impact – embodies the essence of eco-craftivism.

Teachers, too, reported a shift in perspective. Inspired by the workshops, they reconsidered their own classroom practices, opting to use more sustainable materials and integrate environmental storytelling into lessons. The study highlights how craft-making can transform both teaching and learning, making abstract issues like climate change tangible and emotionally resonant.

Importantly, the research also addresses the emotional toll of climate education. Many children initially expressed fear and helplessness. However, through creative engagement, these emotions often shifted toward hope and empowerment. Crafting became a medium for emotional expression and resilience, helping students process complex feelings in a constructive way.

This study is a vital contribution to the growing field of climate education. It demonstrates that eco-craftivism is not just about making things – it’s about making meaning. By fostering solidarity with people, nature, and objects, it cultivates a holistic understanding of sustainability that is both intellectually rigorous and emotionally grounded.

As we seek innovative ways to prepare young learners for the challenges ahead, this research offers a compelling model. Eco-craftivism shows that with the right tools – scissors, thread, and a bit of imagination – children can begin to stitch together a better future.

The full reference of this new article is:

Mulholland, J., Jones, V., Pawson, C. and Harrison, L. (2025). De-bordering solidarities: using eco-craftivism as an eco-social pedagogy in primary education. International Journal of Social Pedagogy, 14(1): 8.
DOI: https://doi.org/10.14324/111.444.ijsp.2025.v14.x.008.

Insights into the Learning to Care in the Food System article

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones (UWE Bristol) and Dr Chris Bear (Cardiff University)

We are pleased to announce the publication of our article, Learning to Care in the Food System: Education for Sustainable Development resources, food education and the farming of animals for food, in Environmental Education Research. This sees the first review of the place of animals in food education resources for 5-11 year olds, making an important contribution to research relating to the nature and role of learning resources for education for sustainable development.

Food politics and animal welfare have recently hit the headlines as the US and UK administrations begin to explore new agreements with regard imported/exported meats. Throughout these discussions, UK representatives have been clear that any imported meat must adhere to strict food and farming standards – for example, imports of hormone-treated beef will not be permitted. This practice was banned in the UK in 1989, along with the rest of the EU, after studies suggested it could pose potential risks to human health and animal welfare. Issues of animal welfare are central to our food system and geopolitics and, we would argue, critical for inclusion within education in every phase.

In our article, we explore 117 resources aimed at ages 5–11 olds, and reflect on the implications of these and how future resources might be designed to prompt not only critical reflection on the food system but more meaningful actions and engagement amongst learners regarding care of animals farmed for food.

Key findings

We found that food education resources focussed on animals for food include very limited discussion on the welfare of farmed animals. Similarly, there are few resources that explore the link between livestock farming, climate change and sustainability – a critical lens through which food production should be framed if we are to develop agile, resilient and adaptable food systems.

Overall, we note that resources often lack depth in promoting a more-than-human ethic of care, focusing more on human-centric perspectives. We argue that there is a need for resources that extend beyond healthy food behaviours to encompass critical thinking about sustainability and ethical questions around the place of nonhuman animals in the food system. Drawing health, sustainability and animal welfare together in educational resources is a key step towards addressing the complexities of the food system and the role of animals within it.

We call for:

1. Curriculum Development

  • Inclusion of Animal Welfare: integration of animal welfare topics into the curriculum in order to foster a more holistic understanding of the food system.
  • Sustainability Education: Highlight the connections between livestock farming, climate change, and sustainability in order to support learners navigate environmental impacts of food production.

2. Resource Creation

  • Ethically Inclusive Materials: Develop resources that promote a more-than-human ethics of care to help learners appreciate the ethical dimensions of farming and food consumption.
  • Critical Thinking: Develop materials that encourage critical thinking about the ethical treatment of animals so to lead to more informed and compassionate future generations.

3. Teacher Training

  • Awareness: Train educators to address food systems topics sensitively and knowledgeably in order to enhance the effectiveness of teaching about the food system.
  • Interdisciplinary Approaches: Encouraging interdisciplinary pedagogies that combine science, ethics, and environmental issues to provide a more comprehensive educational experience.

4. Student Engagement

  • Active Participation: Engage learners in discussions and activities related to food ethics and sustainability to foster a sense of responsibility and care for the environment.

We believe that resources informed by the food system, sustainability and animal welfare have the potential to inform, develop greater empathy, and an environmentally conscious generation, better equipped to tackle the challenges of sustainable food production and ethical consumption.

Read the full article

To find out more, contact Verity (verity6.jones@uwe.ac.uk).

Successful launch of the ‘Tolerance’ children’s exhibition at Bristol Cathedral

Author Education and Childhood Research Group | Posted on

By Dr Jane Carter and Dr Sarah Whitehouse

Thursday 16 January 2025 saw the successful launch of a children’s exhibition at Bristol Cathedral, funded by a Higher Education Impact Fund (HEIF) bid and also the Early Childhood Research Group (ECRG), who funded the event’s refreshments, with a focus on the understanding of the value of tolerance and how this could be applied to a significant Bristol event, the toppling of the Colston statue.

We began the project with the European organisation, Children’s Identity and Citizenship Education (CiCe) network. CiCe had secured funding from the European Union to focus on citizenship education with a focus on the stated European values. We led the working group researching the value of tolerance from differing perspectives and applying the value to a range of sensitive and often controversial historical issues in each country of the working group. We worked with colleagues from Belgium, Romania, Greece, Estonia and Scotland to create a book for teachers to support the teaching of tolerance. The project was aligned and promoted by the Childhood, Children and Young People and Equity in Education strands of the ECRG.

Tolerance is a British Value (DfE, 2012) and also a European Value (European Commission, 2024). However, it is an underdeveloped aspect of the curriculum, in part because it is a contested, complex and so problematic area for teachers to navigate. Research by Whitehouse (2024) and Kitson and McCully (2016) has highlighted that many teachers actively avoid the teaching of controversial issues in relation to tolerance. Pettigine, Whitehouse and Carter (2024) brought together a set of distinctive perspectives on the issue – philosophical, theoretical and pedagogical. This approach enabled the development of a unique scheme of work that supports teachers to negotiate this area.

With HEIF funding, we recruited five Bristol schools to trial the lessons and to collaborate on developing the activities to match the specific contexts of each school. Whitehouse’s (2024) work on teaching controversial issues also informed the development of the project. Activities included: exploring a definition of tolerance as well as looking at definitions created by UNESCO, diamond nine discussions, drama, photo elicitation activities as well as teacher subject knowledge support to ensure children’s debates were supported by teachers planned interjections. Children were encouraged to analyse sources and consider viewpoints on the creation of the Colston statue, the work of Colston and the toppling of the statue. This work resulted in the children discussing and debating different perspectives and the impact of the Bristol Slave Trade and its legacy. Children produced writing, drawings, card sorts and discussion pieces, all of which were displayed at the cathedral.

The launch event included a talk by Jen Reid, a leading member of Bristol’s anti-racist movement, who engaged children in reflecting on their learning and on the legacy of the slave trade and current anti-racism approaches. Robert Short performed a number of spirituals that reflected the resistance of slaves.

Jen Reid, activist, with children from Ashton Gate Primary at the launch of the ‘Tolerance’ exhibition at Bristol Cathedral

Teachers and children said how inspiring the work had been and also have maturely children had managed to debate the issues, respectfully listening to the differing viewpoints expressed. The collaboration with the Cathedral has been a foundation of the launch event, with schools now coming to the Cathedral for workshops with the Cathedral Education Officer, Rebekah Guy.

Montpelier High student group, Tackling Diversity in Teaching, give PGCE Secondary students a masterclass on diversity and oracy in the classroom

Author Education and Childhood Research Group | Posted on

By Terra Glowach, PGCE Tutor and Co-Programme Lead for Secondary PGCE; Senior Lecturer in Education

On 14 October 2024, the Secondary PGCE Programme launched a week of university-school partnership activities focused on oracy: how to promote oracy skills among teachers and young people, and how to use pedagogy which generates rich classroom talk. This week of lectures, reading, discussions, observations and cooperative learning tasks coincides with the release of the Oracy Commission Report (PDF), which aims to centralise oracy education ‘to serve our communities and employers in helping to develop young people with the critical knowledge and skills, the sense of civic empowerment, that will prove beneficial for them and for social cohesion.’

The highlight of the week was a session led on campus by the Montpelier High student group, Tackling Diversity in Teaching (TDT), supported by teachers Amy Mayne and Jessica Bray.

Students Adama, Danitor, Sasha-Kay, Cymora, Fiza, Grace, Denecka, Ayesha, and Alexia gave a short talk on the history of TDT and the importance of promoting diversity and oracy in schools, then facilitated group discussions among trainee Secondary teachers about how they might champion diverse voices in the curriculum and the classroom.

TDT started with four members having conversations about inclusivity and how they were unrepresented in school: “It was to channel our frustrations in a positive way and somehow finding solutions for them like talking to teachers in our and other schools about our experiences as young women of colour.” Since then, they have organised and run school activities and workshops for university students training to become teachers across Bristol and the Southwest.

In terms of oracy, the members of TDT say that this experience has “been really valuable in building our teamwork and commitment. It’s of course led us to be far more confident as we have got used to speaking in public, to big audiences. Our trips to universities have been amazing in building aspiration and making us think about what we want from our education and futures. Having a group like this has emphasised how important our voices are and that we have the power to make a difference – we have now spoken in front of about 700 people – we have shaped the teaching of so many people!”

Each member of TDT took turns advising the PGCE students about how to embed diversity and oracy in their specific subjects:

“English is a great subject to promote diversity and oracy. This could be through reading aloud and discussing books. However, English can bring up sensitive subjects and teachers should be mindful of this. Setting ground rules, such as never reading racial slurs, even when they’re in a text, is really important for students to feel safe.”

Maths: “Encourage students to explain their workings out. Talking it through builds confidence in their approaches, and helps others learn too.”

“Last year during Science week, we had a school wide treasure hunt. Every teacher had a scientist’s name and biography attached to their lanyard, and to complete the treasure hunt we had to speak to every teacher and ask about the scientist. This was a great way to promote oracy in conversation and social skills.”

PE: “There are so many incredible athletes, and one look at Team GB demonstrates our diverse, vibrant and multi-cultural society. Getting students to research and give presentations on their favourite sports figures, or even allocating different athletes to broaden our knowledge, is a great way to introduce oracy. Furthermore, students could be encouraged to lead warmups and training sessions, creating opportunities for public speaking in lessons. Another nice idea could be to encourage sportspeople to come in and give talks. This also models good oracy for students, as well as aspiration in sport.”

The TDT group gave a masterclass on the value of oracy and how to create a culture of oracy across the curriculum. Not only have they imparted concrete and useful suggestions to teachers which will help them act upon the recommendations in the Oracy Commission Report, but they have modelled the potential impact of acting on these suggestions: young adults with the confidence, eloquence and agency to change their world for the better.

Tackling Diversity in Teaching (TDT) encompasses the following ECRG strands of research: Equity in Education; Pedagogy; and Childhood, Children and Young People. 

Dr Verity Jones reflects on how children’s experiences of racism and their desire to have their voices heard is being realised in Bristol.

Author Education and Childhood Research Group | Posted on

By Dr Verity Jones (verity6.jones@uwe.ac.uk)

On the afternoon of 25 April 2024, just as children piled out of school, the RESPECT project team were putting their final touches to a billboard in Bristol that in invited people to think about what life would be like without racism.

The new billboard aims to amplify children’s voice and start conversations on this important topic. It features an illustration from the book that was co-authored with children from the project and invites people to think about what a world without racism might be like – giving us space to think about what changes need to be made.  

The ‘If Racism Vanished for a Day’ book co-authored was developed following research about 10 and 11-years olds in Bristol. This billboard is in response to the children demanding that anti racist education not be condemned to tokenistic celebrations of what it is to be Black during Black History Month or in response to a racist attack when it hits the media. Instead, children want to have opportunities to discuss these important issues through the year.

The children said: “…racism is not okay, and we want people to understand the way it affects us.”

A visit to the billboard in St Werburghs can hopefully provide an opportunity to start a conversation with children about these important issues and get children’s voices heard.

The team continues to work with schools across the UK and  through this work we often hear adults say that children don’t understand what racism is, or that they don’t or can’t recognise it. We can confidently say they do and they want change. The RESPECT project offers free resources to teachers on how to discuss racism and its impact on young people.

The ‘If Racism Vanished for a Day’ book is available in print or as a free e-book and is available here:

Big thanks: to all of the children who so generously shared their experiences; funders – UWE Bristol and UKRI – and installers Adblock Bristol.

RESPECT Team: Verity Jones, Luci Gorell Barnes, Tessa Podpadec, Chris Pawson, Sarah Whitehouse, Malcolm Richards, Justin Vafadari.

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